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Scholarship Essay 
550-600 Word 12th Grade Essay Contest
Rubric Code: VXXXC8B
By jpenaflorida
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Scholarship Essay
  Poor

1 pts

Average

3 pts

Good

4 pts

Excellent

5 pts

Idea

The heart of the message, the content of the piece, the main theme, with details that enrich and develop that theme.<BR>
<BR>
KEY QUESTION:<BR>
Did the writer stay focused and share original and fresh information or perspective about the topic?<BR>
SCORE HARD ON THIS KEY COMPONENT!
Poor

The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details.
A) The writer is still in search of a topic.
B) Information is limited or unclear.
C) The idea is a simple restatement or answer to the question.
D) Topic needs definition.
E) Everything seems as important as everything else.
F)The text may be repetitious, disconnected, and/or contains too many random thought
Average

The writer is beginning to define the topic even though development is still basic or general.
A) The topic is fairly broad.
B) Support is attempted.
C) Ideas are somewhat clear.
D) The writer has difficulty going from general observations to specifics.
E) The reader is left with questions.
F) The writer generally stays on topic.
Good

The paper is clear and focused. It hold's the reader's attention. Relevant anecdotes and details enrich the central theme.
A) The topic is narrow and manageable.
B) Relevant, telling, quality details go beyond the obvious. C) Reasonably accurate details.
D) Writing from knowledge or experience; ideas are fresh and original.
E) Reader's questions are anticipated and answered.
F) Shows insight
Excellent

Meets "good" requirements, in addition, are especially sophisticated in their ideas, thorough in their development or impressive in their control of language.
Organization

The internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of the ideas.<BR>
<BR>
KEY QUESTION:<BR>
Does the organizational structure enhance the ideas and make it easier to understand? Or, does it overpower the ideas like too much perfume in a crowded elevator?
Poor

The writing lacks a clear sense of direction.
A) No real lead.
B) Connections between ideas are confusing.
C) Sequencing needs work.
D) Pacing feels awkward.
E) No title is present (if requested).
F) Problems with organization make it hard for the reader to get a grip on the main point or story line.
Average

The organizational structure is strong enough to move the reader through the text without too much confusion.
A) The paper has a recognizable introduction and conclusion.
B) Transitions often work well.
C) Sequencing shows some logic, yet structure takes attention away from the content.
D) Pacing is fairly well controlled.
E) Organization sometimes supports the main point or story line. A title, if
Good

The organizational structure of this paper enhances and showcases the central idea or theme of the paper; includes a satisfying introduction and conclusion.
A) An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution.
B) Thoughtful transitions.
C)Sequencing is logical and effective.
D) Pacing is well controlled.
E) The title, if requested, is original.
F) Flows so smoothly the read
Excellent

Meets "good" requirements, in addition, are especially sophisticated in their ideas, thorough in their development or impressive in their control of language.
Voice

The unique perspective of the writer coming through honesty, conviction, integrity and believability.<BR>
<BR>
KEY QUESTION:<BR>
Would you keep reading this piece if it were longer? Much longer?
Poor

The writer seems indifferent, uninvolved, or distanced from the topic and or the audience.
A) Writer speaks in a kind of monotone.
B) Writing is hundrum and 'risk-free'.
C) Writer is not concerned with the audience; writer's style is a complete mismatch for the intended reader.
D) Writing is lifeless or mechanical.
E) No point of view is reflected.
Average

Writing seems sincere, but not fully engaged or involved. The result is pleasant but not compelling.
A) Communicates in an earnest, pleasing manner.
B) A few moments here or there surprise, delight, or move the reader.
C) Writer weighs ideas carefully and discards personal insights in favor of safe generalities.
D) Seems sincere; expository or pesuasive writing lacks consistent engagement.
E) Emerges strongly at some places, but is often obscured behind v
Good

The writer speaks directly to the reader in a manner that is individual, compelling, engaging and respects purpose and audience for the writing.
A) The reader feels a strong interaction with the writer.
B) The writer takes a risk.
C) The tone and voice give flavor and texture to the message and are appropriate for the purpose and audience.
D) Narrative writing seems honest, personal. Expository or persuasive writing reflects a strong commitment to ideas.
Excellent

Meets "good" requirements, in addition, are especially sophisticated in their ideas, thorough in their development or impressive in their control of language.
Word Choice

The use of rich, colorful, precise language that moves and enlightens the reader. <BR>
<BR>
KEY QUESTION:<BR>
Do the words and phrases create vivid pictures and linger in your mind?
Poor

The writer struggles with a limited vocabulary.
A) Language is vague.
B)'Blah. Blah. Blah.'
C) Words are used incorrectly.
D) Limited vocabulary, misuse of parts of speech.
E) Jargon or cliches; persistent redundancy.<BR>
F) The words just don't work in this piece.
Average

The language is functional, even if it lacks much energy.
A) Words are adequate and correct in a general sense.
B) Familiar words and phrases communicate.
C) Attempts at colorful language.
D) Passive verbs, everyday nouns and adjectives, lack of interesting adverbs.
E) The words are only occasionally refined.
F) The words and phrases are functional with only a moment or two of sparkle
Good

Words convey the intended message in a precise, interesting and natural way.
A) Words are specific and accurate.
B) Words and phrases create pictures and linger in your mind.
C) The language is natural and never overdone.
D) Striking words and phrases often catch the reader's eye.
E) Lively verbs, precise nouns and modifiers.
F) Precision is obvious.
Excellent

Meets "good" requirements, in addition, are especially sophisticated in their ideas, thorough in their development or impressive in their control of language.
Sentence Fluency

The rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to the eye.<BR>
<BR>
KEY QUESTION: Can you FEEL the words and phrases flow together as you read it?
Poor

The reader has to practice quite a bit in order to give this paper a fair interpretive reading.
A) Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural.
B) No 'sentence sense' present.
C) Sentences begin the same way.
D) Endless connectives.
E) Does not invite expressive oral reading.
Average

The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical.
A) Sentences get the job done in a routine fashion.
B) Sentences are usually constructed correctly.
C) Sentence beginnings are not ALL alike, some variety is attempted.
D) The reader sometimes has to hunt for clues.
E) Parts of the text invite expressive oral reading; others may be stiff, awkward, chop
Good

The writing has an easy flow, rhythm and cadence. Sentences are well built.
A) Sentences enhance the meaning.
B) Sentences vary in length as well as structure.
C) Purposeful and varied sentence beginnings.
D) Creative and appropriate connectives.
E) The writing has cadence.
Excellent

Meets "good" requirements, in addition, are especially sophisticated in their ideas, thorough in their development or impressive in their control of language.
Conventions

The mechanical correctness of the piece; spelling, grammar and usage, paragraphing, use of capitals and punctuation. The writing is sufficiently complex to allow the writer to show skill in using a wide range of conventions. <BR>
<BR>
KEY QUESTION:<BR>
How much editing would have to be done to be ready to share with an outside source?<BR>
Alot = Poor; <BR>
Some = Average; <BR>
Very little = Good
Poor

Errors in spelling, punctuation, capitalization, usage and grammar and/or paragraphing repeatedly distract the reader and make text difficult to read.
A) Spelling errors are frequent.
B) Punctuation is missing or incorrect.
C) Capitalization is random.
D) Errors in grammar or usage are very noticeable.
E) Paragraphing is missing.
F) The reader must read once to decode, then again for meaning.
Average

The writer shows reasonable control over a limited range of standard writing conventions.
A) Spelling is usually correct or reasonably phonetic on common words.
B) End punctuation is usually correct.
C) Most words are capitalized correctly.
D) Problems with grammar and usage are not serious.
E) Paragraphing is attempted.
F) Moderate (a little of this, a little of that) editing.
Good

The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing).
A) Spelling is generally correct.
B) Punctuation is accurate.
C) Capitalization skills are present.
D) Grammar and usage are correct.
E) Paragraphing tends to be sound.
F) The writer may manipulate conventions for stylistic effect but in purposeful way.
Excellent

Meets "good" requirements, in addition, are especially sophisticated in their ideas, thorough in their development or impressive in their control of language.



Keywords:
  • college scholarships


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