iRubric: Writing Assignments rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

Writing Assignments

7-12 Informational/Explanatory Rubrics (CCSS Writing standard #2)

Rubric Code: GXWX6A7

By mpkincaid

Ready to use

Public Rubric

Subject: English

Type: Assignment

Grade Levels: 9-12, Undergraduate, Graduate, Post Graduate

Criterion
	5 (N/A)	4 (N/A)	3 (N/A)	2 (N/A)	1 (N/A)
Focus 25 % CCSS -W:  2a  4	5  Insightfully addresses all aspects of the prompt  Introduces topic(s) in a sophisticated thesis statement	4  Competently addresses all aspects of the prompt  Introduces topic(s) in a clear thesis statement	3  Superficially addresses all aspects of the prompt  Introduces topic(s) in a thesis statement	2  Partially addresses all aspects of the prompt  Introduces superficial or flawed topic(s) in a weak thesis statement	1  Minimally addresses all aspects of the prompt  Fails to introduces a relevant topic(s) and/or lacks a thesis statement
Organization & Structure 25 % CCSS – W:  2a  2c  2f  4	5  Skillfully orients reader to topic(s) in introduction  Thoroughly develops complex topic(s) w/ paragraphs  Provides a meaningful conclusion that follows and supports information or explanation presented  Creates cohesion and clarifies relationships through use of transition words/clauses within or between paragraphs  Purposefully and logically uses a variety of technique s (e.g., headings, charts) to organize ideas, conce	4  Orients reader to topic(s) in introduction  Develops complex topic(s) with relevant body paragraphs  Provides a conclusion that follows from and supports information or explanation presented  Creates cohesion and clarifies relationships through transition/linking words, phrases between paragraphs  Uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid	3  Partially orients reader to topic(s) in introduction  Superficially develops topic(s) with relevant paragraphs  Provides a conclusion which partially supports information presented, articulating superficial significance of the topic  Creates some cohesion and clarifies relationships through transition words within or between paragraphs  Uses some techniques (e.g., headings, charts) to adequately organize i	2 Inadequately orients reader to topic(s) in introduction  Inadequately develops topic(s) with minimal body paragraphs  Provides a sense of closure, but may weakly articulate significance of the topic.  Uses limited or inappropriate transition/linking words, phrases, and clauses  Uses few techniques (e.g., headings, charts) to inadequately organize ideas, c	1 Fails to orient reader to topic(s) in introduction or introduction is missing  Fails to develop topic(s) with body paragraphs  Provides an inadequate conclusion or omits conclusion  Uses few to no transition/linking words, phrases, or clauses  Includes little or no discernible organization of ideas
Development 25 % CCSS -W:  2  2b  9	5 Skillfully develops the topic using well-chosen facts, definitions, concrete details, quotes, and other information and examples that are pertinent and substantial  Effectively integrates and cites sources  Shows insightful understanding of topic or text	4  Provides sufficient and relevant evidence to develop the topic appropriate to audience  Competently integrates and cites credible sources*  Shows competent understanding of topic or text	3  Provides limited and/or superficial evidence to develop the topic appropriate to audience  Ineffectively integrates and cites sources*  Shows superficial understanding of topic or text	2 Provides minimal and/or irrelevant evidence to develop the topic appropriate to audience  Incorrectly integrates or cites sources*  Shows limited or flawed understanding of topic or text	1  Provides inaccurate, little, or no evidence to support topic  Does not use or cite sources*  Shows no and/or inaccurate understanding of topic or text
Language 25 % CCSS – L**:  1  2  2e  3  4 CCSS-W  4	5  Uses purposeful and varied sentence structure  Contains minimal to no errors in conventions(gramma r, punctuation, spelling, capitalization)  Strategically uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	4 Uses correct and varied sentence structure  Contains few, minor errors in conventions  Competently uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	3  Uses mostly correct and some varied sentence structure  Contains some errors in conventions which may cause confusion  Usually uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	2 Uses limited and/or repetitive sentence structure  Contains numerous errors in conventions which cause confusion  Inadequately uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	1 Lacks sentence mastery (e.g., fragments/run-ons)  Contains serious and pervasive errors in conventions  Fails to use academic and domain-specific vocabulary clearly appropriate for the audience and purpose

Subjects:

Types:

Discuss this rubric