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iRubric: Personal Essay Rubric

iRubric: Personal Essay Rubric

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Personal Essay Rubric built by mfischer

Rubric Code: N27377
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Keywords: (None)
Categories: Subjects: English  
Types: Writing  
Grade Levels:

Powered by iRubric Personal Essay Rubric
  Outstanding
0 pts
Satisfactory
0 pts
Progressing
0 pts
Emerging
0 pts
Needs Improvement
0 pts
Not Evident
0 pts
Ideas
Personal message/ topic
Makes a point
Outstanding

The main idea of the paper is clear. The essay is interesting even memorable. The writer seems to have in-depth understanding of or insight about the topic. The writer is selective, including details that hold a reader's attention throughout the piece.
Satisfactory

The paper makes sense from beginning to end. It is clear-never confusing. The writer knows enough about the topic to do a thorough job. The paper contains many interesting details.
Progressing

The reader can identify the writer's main idea. The writer has some knowledge of the topic;more would enrich the paper. The writing includes some interesting details-enough to make the reader wish for more.
Emerging

It is fairly easy to identify the main idea. Some details are unclear/do not seem to enhance the main idea. Sometimes the writer appears to know what he/she is talking about;at other times not.
Needs Improvement

The main idea is hard to determine. The paper lacks clarity. The writer does not appear to have a clear idea or know much about topic. Details are sketchy or absent. The paper is simple.
Not Evident

This paper has no main idea. The writing consists mainly of random thoughts. The reader cannot extract anything meaningful. It is all but impossible to summarize this writing.
Organization
5 Paragraph Form:
Introduction
3 Body Paragraphs
Conclusion
Thesis Statement
Outstanding

The writer focuses on three main points. The pattern is suited to the topic, purpose, and audience. The intro engages the reader's attention and the conclusion is strong.
Satisfactory

The writer seldom wanders from the main points. The pattern fits the topic, purpose, and audience. The intro is appealing, and the conclusion works well.
Progressing

The writer may meander briefly, but not enough to distract/ confuse the reader. The pattern works most of the time. The intro and conclusion are fairly standard but functional.
Emerging

The writer wanders from the main point, confusing the reader. The pattern is not well suited to this topic, purpose, or audience. The intro and conclusion are present; one or both need work.
Needs Improvement

Lack of order confuses the reader. The pattern is very distracting- or there is no pattern. The intro and conclusion are missing or need work.
Not Evident

The text is a disjointed collection of random thoughts. There is no identifiable structure or pattern. There is no real intro or conclusion.
Sentence Fluency
Subj/Pred- Eliminate fragments and
pronouns
Transition Words
Outstanding

The writing is smooth, natural, and easy to read. Virtually every sentence begins differently; sentences vary in length. This piece invites expressive oral reading that brings out the voice.
Satisfactory

The writing is smooth and easy to read. Many sentences begin differently; variety in sentence length is noticeable. The piece is a good one for reading aloud.
Progressing

The writing is easy to read in most places. A few sentences are choppy. Some sentences begin differently; there is some variety in sentence length. This piece could be read aloud with some rehearsal.
Emerging

The writing is sometimes easy to read. Choppy sentences, run-ons, or fragments necessitate some revising. Sentence beginnings tend to be alike; sentences tend to be of equal length. Rehearsal is needed before reading this piece aloud.
Needs Improvement

Choppy sentences, run-ons, or fragments make the writing difficult to follow. Many sentences begin the same way; most are of equal length. This piece is hard to read aloud, even with rehearsal.
Not Evident

The writing is consistently difficult to follow. Choppiness, run-ons, or fragments abound.
Sentences consistently begin with the same word or phrase, or it is hard to tell where they begin. Sentence length show little or no variation. The piece is very difficult to read aloud.
Voice
The way the writer brings the topic to life.
Outstanding

This voice is as individual. The reader will want to read this aloud to someone. The writing is passionate and compelling. The voice is perfect for the purpose and audience.
Satisfactory

This voice is individual-probably recognizable if the reader knows the writer. The reader would probably share this piece aloud. The writing shows strong feelings and is appealing to read. It has a lot of energy. The voice is suitable for the audience and purpose.
Progressing

This voice is distinctive, if not unique. The reader might share moments of this piece aloud. Passion, energy, or strong feelings are evident in some places. The voice is acceptable for the audience and purpose, but it could use refining.
Emerging

This is a functional, sincere voice, though not espcially distinctive. The piece does not seem ready to share aloud. Moments of passion, energy, or strong feelings are rare. The voice may not seem quite right for the purpose or audience.
Needs Improvement

The voice is not at all distinctive. It does not stand out. The piece is definitely not ready to share aloud. The writer sounds bored. The voice does not seems appropriate for the pupose or audience.
Not Evident

This voice is difficult to find, identify, or describe. Lack of voice means that the reader probably will not share this by reading aloud. No energy or excitement comes through. The voice is missing.
Word Choice
Appropriate use of parts of speech
Expanded vocab
Outstanding

The writing is clear, striking, original, and precise. The writer uses powerful parts of speech to enliven writing. Figurative languge enhances meaning. The writing is concise.
Satisfactory

The writing is clear and often original. The writer uses well balanced parts of speeck. Figurative language adds detail. The writing is reasonably concise; a word or phrase here and there could be cut.
Progressing

The writing is clear in most cases. Some words or phrases are vague and confusing. The writer is inconsistent in use of parts of speech. Figurative language is present, if needed.
Some writing is concise; wordy moments are noticeable.
Emerging

The writing is often unclear, misleading, or vague, though the main idea comes through. The writer overuses parts of speech. Figurative language is minimal or else overused. The writing may be short, but , it is not necessarily concise. Some clutter is evident.
Needs Improvement

Many words and phrases are misused, vague, or unclear. The writer's main message is not clear. Parts of speech are missused or missing. Figurative language is minimal or absent. Word use may be skimpy or cluttered; either way, meaning is hard to determine.
Not Evident

Words and phrases are vague, confusing, or misused. Parts of speech are missing. Figurative language is minimal or absent. Word use is basic and unclear.
Conventions
Capitals
Endmarks
Commas
Outstanding

The essay is virtually error-free. The writer uses conventions skillfully to clarify meaning. The writer shows control over a wide range of conventions for 5th grade. This piece is ready to publish.
Satisfactory

The essay contains a few minor errors. The writer shows control over many conventions appropriate for 5th grade. This piece is ready to publish with minor changes.
Progressing

Several minor errors; these errors do not impair meaning. The writer uses conventions with enough skill to keep the text readable. The writer shows control over many conventions appropriate for 5th grade. Some editing is needed before publishing.
Emerging

Noticeable, distracting errors begin to make the text hard to follow or understand. Errors are sufficiently serious to impair readability in spots. The writer knows some conventions, but is not yet in control of them. Thorough, careful editing is needed before publishing.
Needs Improvement

Many serious errors make this essay hard to follow. Serious errors consistently impair readability. This writer appears to know a few conventions, but is not in control of them. Line-by-line editing is required before publication.
Not Evident

Serious, frequent errors make this text very difficult to read or understand. The reader must search to find conventions that are handled correctly. This writer does not appear in control of many conventions appropriate for 5th grade. Careful, word-by-word editing is required before publishing.



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