iRubric: ODE Writing Rubric

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ODE Writing Rubric

Directly taken from Oregon State Writing Standards; modified to reflect focus on purpose, audience, tone and perspective.

Rubric Code: QX4W27X

By ThomRok

Ready to use

Private Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

ODE Writing Rubric
	4 (N/A)	3.5 (N/A)	3 (N/A)	2.5 (N/A)	2 (N/A)	1 (N/A)
Ideas & Content	4 The writing is exceptionally clear, focused, in-depth and interesting. It holds the reader’s attention. Main ideas stand out and are developed by strong, accurate support and rich details.	3.5 The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by accurate supporting details.	3 The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general.	2.5 The reader can understand the main ideas, although they may be overly broad or simplistic. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off- topic.	2 Main ideas are somewhat unclear or development is attempted but minimal; extensive repetition.	1 The writing lacks a central idea; too short to demonstrate clear idea.
Author's Purpose	4 Establishes & maintains an authentic, insightful purpose, carefully focused throughout; vivid awareness of audience needs, sustains distinctive & appropriate tone, always using language precisely suited to task.	3.5 Establishes & maintains an authentic, consistent purpose, usually focused throughout; strong awareness of audience needs, sustains appropriate tone, frequently using language suited to task.	3 Establishes & maintains (inconsistently) an authentic purpose throughout; awareness of audience needs; conveys appropriate tone, with general use of language suited to task.	2.5 Attempts to establish & maintain a narrowed purpose, some lapses in focus; indicates some awareness of audience needs; approaches suitable tone, but little use of language specific to task.	2 Attempts to establish suitable purpose (not well maintained); numerous lapses in focus & tone; inconsistent awareness of audience needs; no use of language specific to task.	1 Lacks sense of purpose; very limited awareness of audience needs; inappropriate tone.
Organization	4 The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily.	3.5 The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text.	3 Organization is clear and coherent. Order and structure are present, but may seem formulaic.	2.5 An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.	2 The writing lacks a clear organizational structure. The writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills.	1 The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused.
Sentence Fluency	4 The writing has an effective flow and rhythm. Sentences show a consistently strong and varied structure that makes expressive oral reading easy and enjoyable.	3.5 The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable.	3 The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading.	2.5 The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread.	2 The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread.	1 The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward.
Conventions	4 The writing demonstrates exceptionally strong control of standard writing conventions and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them.	3.5 The writing demonstrates strong control of standard writing conventions and uses them effectively to enhance communication. Errors are few and minor. Conventions support readability; little need for editing.	3 The writing demonstrates control of standard writing conventions. Significant errors do not occur frequently. Minor errors, while perhaps noticeable, do not impede readability; moderate need for editing.	2.5 The writing demonstrates limited control of standard writing conventions. Errors begin to impede readability; significant need for editing.	2 The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability; substantial need for editing.	1 Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read; need for extensive editing.

Subjects:

English

Types:

Writing

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