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iRubric: Editorial Rubric

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Editorial Rubric 
Rubric Code: H2BBA2
By mfischer
Draft
Public Rubric
Subject: Communication  
Type: Writing  
Grade Levels: K-5

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  Outstanding

(N/A)

Satisfactory

(N/A)

Progressing

(N/A)

Emerging

(N/A)

Needs Improvement

(N/A)

Not Evident

(N/A)

Ideas

Opinion
Argument/ Counter Argument
Outstanding

The main idea of the text is clear, interesting, and memorable. The writer has insight and includes details that holds readers' attention.
Satisfactory

The text makes sense from beginning to end. The writer does a thorough job and includes many interesting details.
Progressing

The main idea can be identified in the text. More knowledge of the topic would enrich the text. Text includes some interesting details.
Emerging

It is fairly easy to identify the main idea. Some details are unclear/ do not enhance main idea. Writer appears to understand topic; at other times not.
Needs Improvement

The main idea is hard to determine. The text lacks clarity. The writer does not appear to know much about topic. Details are sketchy. Text is simple.
Not Evident

The text has no main idea. The text consists of random thoughts and lack details. It is all but impossible to summarize this writing.
Organization

Paragraph Form
Introduction
Conclusion
Title/ Subtitles
Outstanding

The text focuses on distinct main points. The pattern is suited to topic, purpose, and audience. The intro engages and the conclusion is strong.
Satisfactory

The text seldom wanders from main points. The pattern fits the topic,
purpose, and audience. The intro is appealing, and the conclusion works well.
Progressing

The text may meander briefly but not enough to distract/confuse. The pattern works most of the time. Intro/ conclusion standard but functional.
Emerging

The text wanders from the main point; confusing. The pattern is not well suited for topic/ purpose. Intro/ concl are present; one or both need work.
Needs Improvement

Lack of order in text. The pattern is very distracting or has no organization. Intro/ conclusion are missing or need work.
Not Evident

The text is disjointed; random thoughts. There is no identifiable structure or pattern. No real intro/ conclusion.
Sentence Fluency

Complete Sentences
Sentence Variety
Use of Transitions
Outstanding

The text is smooth, natural, and easy to read. Virtually every sentence begins differently. Excellent read aloud.
Satisfactory

The text is smooth and easy to read. Many sentences begin differently; variety in length is noticeable. Good read aloud.
Progressing

The text is easy to read in most places. A few sentences are choppy. Some begin differently; there is some variety in sentence length. Read aloud with rehearsal.
Emerging

The text is sometimes easy to read. Choppy sentences, run-ons, or fragments necessitate revising. Beginnings tend to be alike; tend to be of equal length. Rehearsal needed before read aloud.
Needs Improvement

Choppy sentences, run-ons, or fragments make the writing difficult to follow. Sentences have same beginning; are of equal length. Even with rehearsal a difficult read aloud.
Not Evident

Text is hard to follow. Choppiness, run-ons, or fragments abound. Sentences very inconsistent. Text not for read aloud.
Voice

Outstanding

Voice is individual. The reader will want to read this aloud. The text is compelling. The voice is perfect for the purpose and audience.
Satisfactory

Voice is individual- probably recognizable
to the reader. The text displays feelings and energy. Suitable for the audience and purpose.
Progressing

Voice is distinctive. The text displays feelings and energy in some places. Is acceptable for audience/ purpose but could use refining.
Emerging

Voice is functional and sincere. The text displays rare moments of energy and/ or feelings. It may not seem quite right for the purpose or audience.
Needs Improvement

Voice is not at all distinctive. The text sounded plain. It does not seem appropriate for audience/ purpose.
Not Evident

Voice is difficult to find or describe. No energy or excitement comes through. Voice is missing.
Word Choice

Vocabulary
Descriptive
Show Not Tell
Outstanding

The text is clear, striking, orginal, and precise. Parts of speech used enliven writing. Figurative language enhances meaning/points.
Satisfactory

The text is clear and often orginal. Demonstrates understanding/ use of parts of speech in writing. Figurative language evident. Concise.
Progressing

The text is clear in most cases. Some words/ phrases are vague or confusing. Inconsistent understanding/ use of parts of speech/ figuartive language. Wordy moments are noticeable.
Emerging

The text is often unclear or vague. Inconsistent use of parts of speech or figurative language. Text is short but not concise. Cluttered.
Needs Improvement

Text and phrases misused, vague, or unclear. Incorrect use of parts of speech. Figurative language missing. Words skimpy or cluttered.
Not Evident

Text and phrases misused, vague, and unclear. Incorrect use of parts of speech. No figurative language. Word use is basic and unclear.
Conventions

Capitalization
Endmarks
Commas
Quotation Marks
Outstanding

The text is virtually error-free. The writer uses conventions skillfully to clarify meaning. This piece is ready to publish.
Satisfactory

The text contains a few minor errors. The writer shows control over many conventions. Piece is ready to publish with minor changes.
Progressing

Several minor errors; errors do not hurt meaning. Writer uses conventions well enough to keep text readable. Some editing is needed before publishing.
Emerging

Noticeable, distracting errors begin to make the text hard to follow/ understand. Errors impair readability. Writer knows some conventions, but not yet consistent. Thorough, careful editing is needed.
Needs Improvement

Many serious errors make this text hard to follow. The writer appears to know a few conventions, but is not consistent. Line-by-line editing needed.
Not Evident

Serious, frequent errors make this text very difficult to understand. The writer does not have control of conventions. Careful, word-by-word editing needed.




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