iRubric: BOSS Middle School Writing Rubric

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BOSS Middle School Writing Rubric

This rubric is used school wide to uniformly assess students' writing across the curriculum.

Rubric Code: CXXCC4B

By BOSSMIDDLE

Ready to use

Public Rubric

Subject: (General)

Type: Writing

Grade Levels: 6-8

Writing Rubric Enter rubric description
	Score Point 1 Little or no control; minimal attempt 1 pts	Score Point 2 Inconsistent control; the weaknesses outweigh the strengths 2 pts	Score Point 3 Reasonable control; some strengths and some weaknesses 3 pts	Score Point 4 Consistent, though not necessarily perfect, control: many strengths present 4 pts	Score (N/A)
Central Idea & Development	Score Point 1 • unclear or absent central idea • shows a lack of understanding of the task • Minimal/no development • Information is irrelevant, inaccurate, minimal, confusing. • If applicable, includes minimal or no evidence from the resource and/or evidence shows misunderstanding of the passage.	Score Point 2 • vague central idea • shows a partial understanding of the task • Evidence and ideas are not developed adequately (list-like). • Some information may be irrelevant or inaccurate. • If applicable, includes insufficient or no evidence from the resource OR only summarizes or paraphrases resource information.	Score Point 3 • clear central idea • shows a general understanding of the task • Evidence and ideas are developed adequately (may be uneven). • Details are, for the most part, relevant and accurate. • If applicable, includes sufficient and appropriate evidence from resource provided.	Score Point 4 • Sharply focused central idea • Shows a complete understand of the task • Evidence and ideas are developed thoroughly. • Details are specific, relevant, and accurate. • If applicable, includes ample, well-chosen evidence from the passage/chart/graph/diagram etc. to support central idea.	Score Central Idea & Development Score:
Organization & Fluency Enter description	Score Point 1 • Random order • Simple sentences and no sentence variety • Construction makes the response difficult to read. • If applicable, no beginning or ending. • If applicable, lack of transitions makes it difficult for the reader to move through the response	Score Point 2 • Attempt at organization • Digresses, repetition • Little or no variety in sentence length and structure. • Awkward sentences may affect the fluidity of the reading. • If applicable, weak beginning and ending • If applicable, may lack transitions	Score Point 3 • Logical order allows reader to move through the composition. • Generally easy to follow because of variety in sentence length, structure, and beginnings. • If applicable, has a beginning and an ending • If applicable, includes transitions	Score Point 4 • Evidence of planning and logical order allow reader to easily move through the composition. • Fluid, very easy to follow, because of variety in sentence length, structure, and beginnings. • If applicable, effective transitions • If applicable, Clear beginning, middle, and ending contribute to the sense of wholeness.	Score Organization & Fluency Score:
Word Choice and Voice Enter description	Score Point 1 • Word choice is functional, simple (below grade level) and may be inappropriate to the task. • If applicable, the writing has no voice and response is too brief to provide an adequate example of style minimal attempt.	Score Point 2 • Word choice is generic, limited, repetitive and overused. • If applicable, the voice of the writing is weak and/or inconsistent.	Score Point 3 • Word choice is clear but less specific • Includes some interesting words and phrases appropriate to the task. • If applicable, the voice is clear, but may not be particularly compelling.	Score Point 4 • Word choice is precise and effective. • Vivid words and phrases appropriate to the task • If applicable, the writing is compelling and engaging	Score Word Choice & Voice Score:
Spelling, Grammar, and Punctuation	Score Point 1 • The student response to the prompt demonstrates no command of the conventions of standard English. • Frequent and varied errors in mechanics, grammar, and usage impede understanding.	Score Point 2 • The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. • There may be errors in mechanics, grammar, and usage that often impede understanding.	Score Point 3 • The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. • There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is general clear.	Score Point 4 • The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. • There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.	Score Spelling, Grammar, and Punctuation Score:
Total Score	Score Point 1	Score Point 2	Score Point 3	Score Point 4	Score Total Score:

Subjects:

(General)

Types:

Writing

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