iRubric: Writing Rubric + Organization

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Writing Rubric + Organization

Modified from Oregon State Writing Standards to reflect focus on Organizational features: paragraphing, sequence, transitions, etc.

Rubric Code: XX686C3

By ThomRok

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

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 vivid 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 unfocused; development is attempted but minimal; extensive repetition.	1 The writing lacks a central idea; too short to develop clear, focused idea.
Organization	4 Opening engages reader; ending provides pleasing sense of resolution; well-placed paragraph breaks and variety of transition words & phrases create sense of smooth-flowing, logical progression of ideas.	3.5 Opening invites reader; ending provides sense of resolution; paragraph breaks and variety of transition words & phrases create sense of clear, logical progression of ideas.	3 Opening & closing sections add to structure; use of paragraphs and some transition words & phrases provide basic connections between ideas & details, although their effect is somewhat formulaic.	2.5 Inconsistent use of transitional words & phrases; some paragraph breaks are used; an attempt has been made to organize ideas & details; overall structure is uneven and connections between ideas are unclear.	2 Few or no transitional strategies; ideas are randomly ordered or out of sequence; few or no paragraph breaks. The writing is difficult to follow--reader has to reread substantial parts of text.	1 Piece is too short to demonstrate organizational skills; OR, the writing lacks clear structure or transitional words/phrases; ideas seem random and disorderly, leaving reader confused.
Conventions Grammar Word Usage Spelling Punctuation	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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