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iRubric: CLR English 12 College Application Essay rubric

iRubric: CLR English 12 College Application Essay rubric

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CLR English 12 College Application Essay 
CLR English 12 Literacy Narrative
Grading Rubric
Rubric Code: V2W2923
By dhmeanmommy
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

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Rubric for writing assignment
  F

Limited

6 pts

D

Basic

7 pts

C

Proficient

8 pts

B

Accelerated

9 pts

A

Advanced

10 pts

Prompt

Responsiveness to the writing task, assignment instructions, and course concepts
F

The essay is not directly responsive to the writing task. The writer has not followed assignment instructions. The writer has not applied important concepts from the course
D

The essay is not directly responsive to the writing task. The writer has not followed assignment instructions. The writer doesn’t apply important concepts from the course.
C

Responds to the prompt and nearly follows the instructions to the prompt.
B

The essay is somewhat directly responsive to the writing task. The writer follows all or nearly all assignment instructions. The writer applies most concepts from the course.
A

The essay is directly responsive to the writing task. The writer follows all assignment instructions. The writer applies concepts from the course—assigned chapters, handouts, and notes the student took in class—to write the type of essay described.
Originality/Voice

Rhetorical decisions regarding content, arrangement, style, format
F

This text lacks any effort of originality and shows no personality of the writer. Writing is not engaging. Setting is unclear
D

Lacks any originality.The text provides a setting with
a vague conflict, situation, or observation with an unclear point of
view. Some voice of the writer can be detected.
C

The text orients the reader by setting out a conflict, situation, or observation. Personality is somewhat shown through the voice of the writer
B

The text engages and orients the reader by setting out a conflict, situation, or observation. It establishes one or multiple points of view. Personality is shown through the voice of the writer.
A

The text creatively engages the
reader by setting out a well-developed
conflict, situation, or observation. The text
establishes one or multiple points of view. Distinct personality
Narrative techniques/ Development

The story is developed using
dialogue, pacing, description,
reflection, and multiple plot lines.
F

The text lacks narrative techniques
and merely retells events and/or
experiences.
D

The text uses some narrative
techniques such as dialogue or
description that merely retells
events and/or experiences.
C

The text uses narrative techniques
such as dialogue, description, and
reflection that illustrate events
and/or characters.
B

The text demonstrates deliberate
use of narrative techniques such
as dialogue, pacing, description,
reflection, and multiple plot lines to
develop experiences, events, and/or
characters.
A

The text demonstrates sophisticated
narrative techniques such as engaging
dialogue, artistic pacing, vivid description,
complex reflection, and multiple plot lines
to develop experiences, events, and/or
characters
Thesis and supports

A focused and insightful thesis and support
F

The essay lacks a focused and insightful one-sentence thesis statement. Fails to provide actual support. The essay reports but lacks analysis.
D

The essay lacks a focused and insightful one-sentence thesis statement. The essay does not have the required supports. The writer says “I think,” “I feel,” “I believe,” “it seems” instead of providing actual support. The essay reports but lacks analysis.
C

Thesis is focused. The essay provides support that helps an academic audience understand. Shows average ability.
B

The essay has a focused and insightful one-sentence thesis statement Sometimes writes “I think,” “I feel,” “I believe,” “it seems,” the writer deletes that language and then unpacks the claim by providing actual support.
A

The essay has a focused and insightful one-sentence thesis statement.Instead of writing “I think,” “I feel,” “I believe,” “it seems,” the writer deletes that language and then unpacks the claim by providing actual support.
Organization

Intro, body, conclusion; transitions
F

Ideas are not well organized. Confusing to the reader. Transitions are not used and often leads reader in circles.
D

Ideas are not well organized. Confusing to the reader. Writes in circles and uses at least one transition.
C

Ideas are pretty well organized with a brief and purposeful introduction. Should not use five-paragraph formula. A few transitions are used.
B

Ideas are clearly organized and uses some transitions; Essays should not be formulaic five-paragraph essay
A

Ideas are clearly organized with a brief and purposeful introduction. Transitions used throughout essay.
Essays should not be formulaic five-paragraph essays.
Introduction

F

The introduction merely summarizes the prompt and does not engage the reader.
D

The writer tried to make the introduction engaging somewhat and created a little mystery.
C

The introduction was meh. It had some interest and an effort was made.
B

The introduction is very engaging and mystery or intrigue was created for the reader.
A

The introduction is highly engaging and mystery or intrigue was created for the reader.
Conclusion

F

The conclusion merely summarizes the rest of the paper.
D

An attempt was made to write a conclusion but didn't include anything to give it pizzaz!
C

The conclusion was appropriate for the assignment but did not go above or beyond.
B

The conclusion was very engaging. It did not summarize. One or more qualifications or implications were mentioned or writer expanded upon. A quote was used or linked to introduction.
A

The conclusion was highly engaging. It did not summarize or use stock phrase. Qualifications of the writer were impressed to the reader. Writer expanded upon the broader implications,linked conclusion to introduction, ended with a quote to support the argument.
Syntax

Sentences (clear, concise, complete, and correct)
F

Sentences are not clear, concise, complete, and correct. Excessive errors in all grammar and mechanics is evident and not at college level writing.
D

Contains run-on, sentences fragments, agreement in pronoun and subject/verb. The essay relies unnecessary expletives (there is/are/was/were; it is/was).
C

Sentences are mostly clear, concise, complete, and correct
B

Free from sentence fragments and run-on sentences; free from or has only a few instances of faulty pronoun/antecedent agreement; Most words, phrases, and clauses are in the appropriate orderwriter’s voice is appropriate
A

Sentences are clear, concise, complete, and correct:free from sentence fragments and run-on sentences;The essay is free from faulty pronoun/antecedent agreement; Words, phrases, and clauses are in the appropriate order.
The writer’s voice is appropriate for the audience—not overly formal (or stilted) and not overly informal (chatty or breezy). The essay is free from unnecessary expletives
Diction

Word choice
F

Word choice is inappropriate or incorrect. Writers use the wrong words. Inappropriate for this level of writing.
D

Word choice is inappropriate or incorrect. Writers use the wrong words. Word choice is not natural and straightforward.
C

Writers use the word that means what they mean to say. Somewhat appropriate for this level.
B

Word choice is appropriate and correct; fits tone and voice
A

Word choice is appropriate and correct. Writers use the word that means what they mean to say. Word choice is natural and straightforward. Writers don’t seek out unusual language to make simple ideas sound more complex.
Proofreading/Editing

Evidence or peer editing and corrections made
F

The essay lacks college-level editing and proofreading. It has more than four editing/proofreading errors per page. Writing did not make suggested corrections from peer editing or conferencing.
D

The essay lacks college-level editing and proofreading. It has more than four editing/proofreading errors per page.
C

Essay is edited and proofread. It has no more than three editing/proofreading errors per page
B

The essay is edited and proofread. It has no more than two editing/proofreading errors per page
A

The essay is edited and proofread. It has no more than one editing/proofreading error per page. This includes MLA format, punctuation, capitalization, missing or wrong words, and basic grammar.




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