The Writing Process
Five Steps of The Writing Process
|
| |
Poor
13 pts
|
Fair
15 pts
|
Good
17 pts
|
Excellent
20 pts
|
Prewriting/Writing
First Step in the Writing Process
|
Poor
Little to no time spent brainstorming, organizing and writing out ideas for this piece of writing
|
Fair
Some evidence that shows time spent brainstorming, orgainizing, and writing out ideas for this piece of writing
|
Good
Evidence shows the use of brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing
|
Excellent
Detailed evidence showing time spent brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing.
|
Drafting
Second Step in The Writing Process
|
Poor
Draft includes little to no ideas from the prewriting session. Little to no information from prewriting is evident in draft
|
Fair
Draft includes limited ideas from prewriting session. An attempt was made to include the information from prewriting in draft.
|
Good
Draft includes ideas from prewriting session. Evidence shows that student used prewriting to write draft as information from the prewriting in the draft.
|
Excellent
Draft clearly includes ideas that were brainstormed and organized during prewriting
|
Research in writing
|
Poor
No evidence to support use of research in writing.
|
Fair
Minimal evidence to support use of research in writing. Only a few words from research are present in writing.
|
Good
Adequate evidence to support the use of research. Facts from research can be found in multiple areas of writing.
|
Excellent
Excellent use of research used throughout writing. Detailed facts from research are found throughout writing.
|
Revising
Third Step in The Writing Process
|
Poor
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. Student did not take peer revision seriously.
|
Fair
Student attempted to make changes to their writing, however the changes were minimal and focused on editing verses content and description presented in writing. Few changes were made based upon the student's revising goal.
|
Good
Student revision shows adequate changes made to content and ideas in writing. Evidence shows that student worked on personal revising goal. Details were added to enhance writing.
|
Excellent
Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader. Student met personal revision goal.
|
Editing
Fourth Step in The Writing Process
|
Poor
Numerous errors in spelling, capitalization, paragraphing, and punctuation,including commas and appostrophes, found in writing. These errors make it hard to understand the meaning/message of the writing due to these errors.
|
Fair
Frequent errors made in spelling, capitalization, paragraphing, and punctuation, including commas and apostrophes. These errors make it more difficult to understand the message or meaning of the writing. Evidence in draft shows that student attempted to make corrections to errors.
|
Good
Few errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used. Student spent ample time working on identifying and correcting editing errors.
|
Excellent
No errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used in writing.
|
Participation
Use of time during writing workshop
|
Poor
Student frequently had to be refocused/reminded to work on writing, revising, and editing during class. Student did not use classtime wisely or frequently was not prepared for class.
|
Fair
Student sometimes used classtime wisely, however, student had to be refocused and reminded to work on writing. Student conversations/actions focused on other topics instead of writing. Student may not have been prepared for class a couple of times.
|
Good
Student mostly used classtime wisely, meeting with a peer to revise and edit. The majority of the time the student was focused and only one or two times did the student get off-task.
|
Excellent
Student always used classtime wisely, meeting with a peer to revise. All conversations during class were focused on revising/editing work.
|
Publishing
Fifth Step in The Writing Process
|
Poor
Final copy not turned in on time. AND/OR More than one part of writing (prewriting, first draft, second draft, etc) were not turned in with final copy.
|
Fair
Final copy was typed and easy to read. Parts of writing such as first draft, prewriting, second draft, etc., may be missing.
|
Good
Final copy was typed and easy to read. All parts of writing were turned in but were out of order. OR Final copy typed and turned in on time but other parts of writing were turned in late.
|
Excellent
Final copy was typed and easy to read. All parts of writing - prewriting, first draft, second draft, and any other notes needed were turned in with draft.
|
Goal Sheet/Reflection
|
Poor
The goal sheet was not filled out, or many parts of the goal sheet are left blank.
|
Fair
Goal sheet is partially filled out Student does not state if each individual goal was met or not and why. The reflection questions are answered one word responses with no detail supporting answer.
|
Good
Goal sheet is adequately filled out, showing student's thoughts about whether they have met each individual goal or not. Student provides some description as to why or why not goal was/was not met. The reflection questions are answered, however, student does not fully elaborate on answer.
|
Excellent
Goal sheet is thoroughly filled out, showing student's detailed thoughts about whether they have met each individual goal or not and why. The reflection questions are answered in detail, giving more than just a one word response. Examples are included in reflection.
|
Public Rubric
RCampus
twitter
del.icio.us
Digg
Facebook
email a friend
help on this page