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iRubric: High School Writing Rubric

iRubric: High School Writing Rubric

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High School Writing Rubric 
High School Writing Rubric
Rubric Code: D23AC6B
By MichelleR10
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Writing Rubric
  1

1 pts

2

2 pts

3

3 pts

4

4 pts

5

5 pts

6

6 pts

Organization

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. Format is extremely unappealing and hard to read content.
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. Format is unappealing and challenging to read content.
3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. Format is somewhat appealing.
4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. Format is somewhat appealing and easy to read content.
5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. Format is appealing and content is easy to read.
6

The organization enhances the central idea(s) and its
development. The order and structure are compelling and move the reader through the text easily. Format is extremely appealing, content easy to read, brings life to the page
Word Choice

1

The writing shows an extremely limited vocabulary. Only the most general kind of message is communicated because of vague or imprecise language.
2

Language is monotonous and/or misused, detracting from the meaning and impact.
3

Language lacks precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words.
4

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact.
5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact.
6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words which have been carefully chosen and thoughtfully placed for impact.
Sentence Fluency

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward.
2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread.
3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread.
4

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.
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.
6

The writing has an effective flow and rhythm. Sentences show a consistently strong and varied structure that makes expressive oral reading easy and enjoyable.
Conventions

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read.
2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability.
3

The writing demonstrates limited control of standard writing conventions. Errors begin to impede readability.
4

The writing demonstrates control of standard writing conventions. Significant errors do not occur frequently. Minor errors, while perhaps noticeable, do not impede readability.
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.
6

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.
Ideas and Content

1

The writing lacks a central idea or purpose.
2

Main ideas and purpose are somewhat unclear or development is attempted but minimal.
3

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.
4

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.
5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose.
6

The writing is exceptionally clear, focused, and interesting. It holds the reader’s attention. Main ideas stand out and are developed by strong support and rich details.
Grammar and Technical Writing

1

Unreadable.
2

Minimal (more than 15) of the following: spelling, capitalization, and punctuation errors (i.e., comma usage); sentence structure errors, awkward sentences and/or word choice mistakes.
3

Minimal (15-10) of the following: spelling, capitalization, and punctuation errors (i.e., comma usage); sentence structure errors, awkward sentences and/or word choice mistakes.
4

Minimal (10-5) of the following: spelling, capitalization, and punctuation errors (i.e., comma usage); sentence structure errors, awkward sentences and/or word choice mistakes.
5

Minimal (5 or less) of the following: spelling, capitalization, and punctuation errors (i.e., comma usage); sentence structure errors, awkward sentences and/or word choice mistakes.
6

Flawless grammar.




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