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iRubric: The Writing Process rubric

iRubric: The Writing Process rubric

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The Writing Process 
The Writing Process
A rubric that assesses students' use of the writing process. This rubric also assesses students' reflection of their writing.
Rubric Code: ZXW75X7
By jennifer_jordan
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric The Writing Process
This rubric grades the five steps in the writing process.
  ADVANCED

Exceeded expectations

5 pts

Mastered

Met the standards

4 pts

BASIC

Met the standards

3 pts

NEEDS IMPROVEMENT

Almost met the standards

2 pts

Not satisfied

Did not meet the standards

1 pts

Planning

First Step in the Writing Process
ADVANCED

Detailed evidence showing time spent brainstorming and organizing ideas for this story in a web graphic design.
Mastered

Evidence shows the use of brainstorming and organizing ideas for this story in a web graphic design.
BASIC

Some evidence that shows time spent brainstorming and organizing ideas for this story in a web graphic design.
NEEDS IMPROVEMENT

Little time spent brainstorming, organizing and prewriting ideas for this story in a web graphic design.
Not satisfied

Hardly any time spent brainstorming, organizing and prewriting ideas for this story in a web graphic design.
DRAFT

Second Step in The Writing Process
ADVANCED

Rough draft clearly includes ideas from Brainstorming & Prewriting. Evidence shows clear organization, sentence fluency, good use of words
Mastered

Rough draft includes ideas from Brainstorming & Prewriting. Evidence shows that student used some organization, sentence fluency, good use of words
BASIC

Rough draft includes limited ideas from Brainstorming & Prewriting. An attempt was made to include organization, sentence fluency, good use of words
NEEDS IMPROVEMENT

Rough draft includes some ideas from Brainstorming & Prewriting.
Not satisfied

Rough draft includes little to no ideas from Brainstorming & Prewriting.
Content

Followed the ELA Checklist
ADVANCED

Read/reread directions and writing topic carefully. Present a clear main idea with supporting details from the passage in logical order.
Mastered

Read/reread directions and writing topic carefully. Present a main idea with supporting details from the passage in logical order.
BASIC

Read/reread directions and writing topic carefully. Present a main idea with some supporting details from the passage in logical order.
NEEDS IMPROVEMENT

One of the following is missing: Read/reread directions and writing topic carefully. Present a clear main idea with supporting details from the passage in logical order.
Not satisfied

One or more is missing: Read/reread directions and writing topic carefully. Present a clear main idea with supporting details from the passage in logical order.
EDITING

Third Step in The Writing Process<BR>
-ORGANIZATION<BR>
-PUNCTUATION<BR>
-SPELLING
ADVANCED

Student has no capitalization, punctuation or spelling errors in their final product. Models above average organization of paragraph writing.
Mastered

Student has few capitalization, punctuation or spelling errors in their final product. Shows understanding of paragraph organization.
BASIC

Student has some capitalization, punctuation and/or spelling errors. Distracts from writing. Does not model an understand of paragraph organization.
NEEDS IMPROVEMENT

Student has several capitalization, punctuation and/or spelling errors. Distracts from writing. Does not model an understand of paragraph organization.
Not satisfied

Student's final product has excessive capitalization, punctuate and spelling errors making writing difficult to follow. Does not model understanding of paragraph organization
Style

Followed the ELA Checklist
ADVANCED

Student uses a good variety of sentence types and lengths that makes the writing easy to follow.
Mastered

Student uses a variety of sentence types and lengths that makes the writing easy to follow
BASIC

Student uses different sentence types and lengths that makes the writing easy to follow
NEEDS IMPROVEMENT

Student uses some different sentence types or lengths that makes the writing easy to follow
Not satisfied

Student did not use different sentence types or lengths that makes the writing easy to follow
REVISING

Fourth Step in The Writing Process
ADVANCED

Student made exceptional changes to writing, changing/adding details and description or changed words to make writing more attractive to reader.
Mastered

Student revision shows adequate changes made to content and ideas or changed words in writing. Details were added to enhance writing.
BASIC

Student attempted to make changes to their writing, however the changes were minimal.
NEEDS IMPROVEMENT

Student spent little to no time revising. Little to no changes were made to piece based upon the class directions or student's revising goal.
Not satisfied

Student spent no time revising. Little to no changes were made to piece based upon the class directions or student's revising goal.
PUBLISHING

Fifth Step in The Writing Process
ADVANCED

Final draft is complete. The story was developed and had a clear beginning, middle and ending.<BR>
Final Copy written very neatly.
Mastered

Final draft is complete and there is evidence that there was adequate effort made to develop the story.<BR>
Final Copy written neatly.
BASIC

Final draft is complete but has very little idea development. Final copy is readable, but could be written more neatly.
NEEDS IMPROVEMENT

Final draft is incomplete, has little idea development. Final Copy could have been written much more neatly.
Not satisfied

Final draft is incomplete, has little idea development. Final Copy is difficult to read.
PARTICIPATION

Use of time in class.
ADVANCED

Student always used classtime wisely. All conversations during class were focused on the writing process.
Mastered

Student mostly used classtime wisely. The majority of the time the student was focused on the writing process and only one or two times did the student get off-task.
BASIC

Student sometimes used classtime wisely, however, student had to be refocused and reminded to work on the writing process. Student conversations/actions focused on other topics instead of writing.
NEEDS IMPROVEMENT

Student frequently had to be refocused/reminded to work on the writing process. Student did not use classtime wisely.
Not satisfied

Student frequently had to be refocused/reminded to work on the writing process. Student did not use classtime wisely. Did not complete story on time.



Keywords:
  • The Writing Process, Brainstorming, PreWriting, Rough Draft, Revising, Editing, Final Draft, Rubric, Idea Development

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