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iRubric: The Five-step Writing Process rubric

iRubric: The Five-step Writing Process rubric

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The Five-step Writing Process 
The Five-step Writing Process
A rubric that assesses students' use of the five-step writing process. This rubric also assesses students' reflection of their writing.
Rubric Code: SXBBCA8
By CGately
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: K-5

Powered by iRubric The Writing Process
  Poor

2 pts

Fair

3 pts

Good

4 pts

Excellent

5 pts

Prewriting/Writing

Poor

Little to no time spent brainstorming, organizing and writing out ideas for this piece of writing
Fair

Some evidence that shows time spent brainstorming, orgainizing, and writing out ideas for this piece of writing
Good

Evidence shows the use of brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing
Excellent

Detailed evidence showing time spent brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing.
Composing

Poor

Draft includes little to no ideas from the prewriting session. Little to no information from prewriting is evident in draft
Fair

Draft includes limited ideas from prewriting session. An attempt was made to include the information from prewriting in draft.
Good

Draft includes ideas from prewriting session. Evidence shows that student used prewriting to write draft as information from the prewriting in the draft.
Excellent

Draft clearly includes ideas that were brainstormed and organized during prewriting
Revising

Poor

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.
Fair

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.
Good

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.
Excellent

Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader. Student met personal revision goal.
Editing

Poor

Numerous errors in spelling, capitalization, paragraphing, and punctuation, including commas and apostrophes, found in writing. These errors make it hard to understand the meaning/message of the writing due to these errors.
Fair

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.
Good

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.
Excellent

No errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used in writing.
Publishing

Poor

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.
Fair

Final copy was typed and easy to read. Parts of writing such as first draft, prewriting, second draft, etc., may be missing.
Good

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.
Excellent

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.
Participation

Poor

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.
Fair

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.
Good

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.
Excellent

Student always used classtime wisely, meeting with a peer to revise. All conversations during class were focused on revising/editing work.




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