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writing 
Rubric Code: JCA9B
By bdunn1
Draft
Public Rubric
Subject: Test Preparation  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric 8th grade
  Full Command

5 pts

Consistent Command

4 pts

Sufficient Control

3 pts

Minimal Control

2 pts

Lack of Control

1 pts

Ideas

Full Command

Consistent focus on the assigned topic and purpose • Fully developed controlling idea that addresses all aspects of the assigned writing task • Supporting ideas and elaboration are relevant to the writer's topic, assigned genre of writing, and audience • Supporting ideas are fully elaborated throughout the paper with logical examples and details • Response contains information that fully addresses reader concerns and perspectives • Uses genre-appropriate strategies to develop the writer's ideas
Consistent Command

Consistent focus on the assigned topic and purpose • Well developed controlling idea that addresses the assigned writing task • Supporting ideas and elaboration are relevant to the writer's topic and assigned genre of writing • Supporting ideas are developed with specific examples and details • Response contains information that addresses reader concerns and perspectives • Response is appropriate to the assigned genre
Sufficient Control

focus on the assigned topic and purpose • Developed controlling idea • Most supporting ideas and elaboration are relevant to the writer's topic • Supporting ideas are developed with some examples and details; some parts of the paper are well developed, but other parts of the paper are only partially developed • Response contains sufficient information to address the topic and perspectives • Response is generally appropriate to the assigned genre
Minimal Control

Limited focus on assigned topic & purpose • Minimal developed controlling idea • Supporting ideas are vague, general, and/or undeveloped • Response lacks sufficient information (due to brevity and/or repetition) to provide a sense of completeness and address reader concerns • Some points and details may be irrelevant or inappropriate for the writer's assigned topic, audience, and assigned genre of writing • Response does not demonstrate genre awareness
Lack of Control

• Lack of focus on the assigned topic and purpose • Lack of a controlling idea • Absence of supporting ideas (or unclear supporting ideas) • Development is lacking due to brevity of the response and/or repetition of ideas • Lacks a sense of completeness and fails to address reader concerns • Majority of details are irrelevant • Response is inappropriate to the assigned genre • Insufficient student writing (due to brevity or copying the prompt) to determine competence in
Organization

Full Command

Organizing is appropriate to topic & genre, overall strategy facilitates communication of ideas • Logical & appropriate sequencing of ideas • Introduction engages, sets stage, & conclusion. • Both introduction and conclusion fit the writer's ideas & purpose of the genre • Related ideas are grouped in a logical manner within paragraphs • Uses transitional elements to link parts of the paper, ideas, paragraphs, & sentences.& extends beyond the use of transitional words and phrases
Consistent Command

Overall organizational strategy or structure is appropriate to the writer's ideas and purpose of the genre. Structure guides the reader through the text • Logical sequencing of ideas across parts of the paper • Introduction sets the stage, and conclusion ends the piece of writing without repetition • Logical grouping of ideas within paragraphs • Varied transitions link parts of the paper and link ideas within paragraphs
Sufficient Control

Organizational strategy is generally appropriate to the writer's ideas and purpose of the genre • Generally clear sequence of ideas • Introduction is clear and a conclusion provides closure • Related ideas generally grouped together within paragraphs • Transitions link parts of the paper
Minimal Control

• Organizing strategy is formulaic and/or inappropriate to the assigned genre • Minimal evidence of sequencing • May lack an introduction or a conclusion or include an ineffective introduction or conclusion • Ideas within paragraphs are not arranged in a meaningful order • Limited use of transitions (transitions may be formulaic, ineffective or overused) • Demonstration of competence limited by the brevity of the response
Lack of Control

No evidence of an organizing strategy • Unclear sequence of ideas • Lacks an introduction and/or conclusion • Unrelated ideas included within paragraphs • Lack of transitions or inappropriate transitions • Insufficient writing (due to brevity or copying the prompt) to determine competence in Organization
Style

Full Command

• Carefully crafted phrases & sentences to sustain tone & advance the purpose to the audience • Varied, precise, & engaging that is appropriate • Word choice reflects an understanding of language • Figurative or technical language used for rhetorical effect • Sustained attention to audience • Evocative or authoritative voice sustained throughout the response • An extensive variety of sentence lengths, structures, & beginnings • A variety of genre-appropriate strategies to engage the reader
Consistent Command

Language and tone are consistent with the writer's purpose and appropriate to the assigned genre • Word choice is precise and engaging • Attention to audience in introduction, body, and conclusion • Consistent and distinctive voice • Sentences vary in length and structure • Some genre-appropriate strategies to engage the reader
Sufficient Control

Language and tone are generally consistent with the writer's purpose and appropriate to the assigned genre • Word choice is generally engaging with occasional lapses into simple and ordinary language • Awareness of audience may be limited to introduction and/or conclusion • Writer's voice is clear and appropriate • Some variation in sentence length and structure • May include some genre-appropriate strategies
Minimal Control

Language and tone are uneven (appropriate in some parts of the response, but fiat throughout most of the response) • Word choice is simple, ordinary and/or repetitive • Limited awareness of audience • Minimal, inconsistent or indistinct voice • Little variation in sentence length and structure • Demonstration of competence limited by the brevity of the response
Lack of Control

Language and tone are fiat and/or inappropriate to the task and reader • Word choice is inaccurate, imprecise, and/or confusing • Little or no attention to audience • Writer's voice is not apparent • Lack of sentence variety • Insufficient student writing (due to brevity or copying the prompt) to determine competence in Style
Conventions

Full Command

Clear and correct simple, complex, and compound sentences with correct end punctuation • Variety of subordination and coordination strategies • Correct usage in a variety of contexts: subject-verb agreement, word forms (nouns, adjectives, adverbs), pronoun-antecedent agreement • Correct mechanics in a variety of contexts: punctuation within sentences, spelling, capitalization, and paragraph indentation • Infrequent, if any, errors
Consistent Command

Correct simple, complex, and compound sentences with correct end punctuation and few errors • Correct usage with few errors • Correct mechanics with few errors • Errors are generally minor and do not interfere with meaning
Sufficient Control

Sentences are generally correct, end punctuation • Some errors in complex and compound sentences, & occasional sentence fragments, run-ons, or awkward sentences. Few errors with simple sentences • Generally correct some errors in subject-verb agreement, word forms, pronoun- antecedent agreement, verb tense, & confused homonyms • Generally correct mechanics, some errors in spelling, capitalization, paragraph indentation, & punctuation within sentences • Few errors interfere with meaning
Minimal Control

• Minimal control in the three components of conventions or one component may be strong while the other two are weak • Simple sentences formed correctly, but other sentences may be incomplete or overloaded • Sentence structure is awkward and/or end punctuation may be missing or incorrect • May have frequent errors in usage and/or mechanics • Some errors may interfere with meaning • Demonstration of competence limited by the brevity of the response
Lack of Control

Frequent sentence fragments, run-ons, and incorrect sentences • End punctuation incorrect or lacking • May contain frequent and severe errors in both usage and mechanics • Errors may interfere with or obscure meaning • Insufficient student writing (due to brevity or copying the prompt) to determine competence in Conventions





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