iRubric: The Writing Process rubric

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The Writing Process

A rubric that assesses students' use of the writing process. This rubric also assesses students' reflection of their writing.

Rubric Code: Z942W2

By edwanfon

Draft

Public Rubric

Subject: English

Type: Writing

Grade Levels: K-5

The Writing Process Five Steps of The Writing Process
	LEVEL 1 (N/A)	LEVEL 2 (N/A)	LEVEL 3 (N/A)	LEVEL 4 (N/A)	DATES/LEVEL (N/A)
Prewriting First Step in the Writing Process	LEVEL Little to no time spent brainstorming, organizing and writing out ideas for this piece of writing	LEVEL Some evidence that shows time spent brainstorming, orgainizing, and writing out ideas for this piece of writing	LEVEL Evidence shows the use of brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing	LEVEL Detailed evidence showing time spent brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing.	DATES/LEVEL 1. 2. 3. 4.
Drafting Second Step in The Writing Process	LEVEL Draft includes little to no ideas from the prewriting session. Little to no information from prewriting is evident in draft	LEVEL Draft includes limited ideas from prewriting session. An attempt was made to include the information from prewriting in draft.	LEVEL Draft includes ideas from prewriting session. Evidence shows that student used prewriting to write draft as information from the prewriting in the draft.	LEVEL Draft clearly includes ideas that were brainstormed and organized during prewriting	DATES/LEVEL 1. 2. 3. 4.
Revising Third Step in The Writing Process	LEVEL Student spent little to no time revising. Little to no changes were made to piece based upon the class directions or student's revising goal. Student did not take peer revision seriously.	LEVEL Student attempted to make changes to their writing, however the changes were minimal and focused on editing verses content and description presented in writing. Few changes were made based upon the student's revising goal.	LEVEL Student revision shows adequate changes made to content and ideas in writing. Evidence shows that student worked on personal revising goal. Details were added to enhance writing.	LEVEL Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader. Student met personal revision goal.	DATES/LEVEL 1. 2. 3. 4.
Editing Fourth Step in The Writing Process	LEVEL Numerous errors in spelling, capitalization, paragraphing, and punctuation,including commas and appostrophes, found in writing. These errors make it hard to understand the meaning/message of the writing due to these errors.	LEVEL Frequent errors made in spelling, capitalization, paragraphing, and punctuation, including commas and apostrophes. These errors make it more difficult to understand the message or meaning of the writing. Evidence in draft shows that student attempted to make corrections to errors.	LEVEL Few errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used. Student spent ample time working on identifying and correcting editing errors.	LEVEL No errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used in writing.	DATES/LEVEL 1. 2. 3. 4.
Participation Use of time during writing workshop	LEVEL Student frequently had to be refocused/reminded to work on writing, revising, and editing during class. Student did not use classtime wisely or frequently was not prepared for class.	LEVEL Student sometimes used classtime wisely, however, student had to be refocused and reminded to work on writing. Student conversations/actions focused on other topics instead of writing. Student may not have been prepared for class a couple of times.	LEVEL Student mostly used classtime wisely, meeting with a peer to revise and edit. The majority of the time the student was focused and only one or two times did the student get off-task.	LEVEL Student always used classtime wisely, meeting with a peer to revise. All conversations during class were focused on revising/editing work.	DATES/LEVEL 1. 2. 3. 4.
Publishing Fifth Step in The Writing Process	LEVEL Final copy not turned in on time. AND/OR More than one part of writing (prewriting, first draft, second draft, etc) were not turned in with final copy.	LEVEL Final copy was typed and easy to read. Parts of writing such as first draft, prewriting, second draft, etc., may be missing.	LEVEL Final copy was typed and easy to read. All parts of writing were turned in but were out of order. OR Final copy typed and turned in on time but other parts of writing were turned in late.	LEVEL Final copy was typed and easy to read. All parts of writing - prewriting, first draft, second draft, and any other notes needed were turned in with draft.	DATES/LEVEL 1. 2. 3. 4.

Subjects:

English

Types:

Writing

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