Anda di halaman 1dari 1

Student Name: _______________________________________________________

Writing
Rubric

Overall Score: ___________

Period: _____________

2 (C)
Emerging

Date:___________

1 (D F)
Developing

4 (A)
Exemplary/Advanced

3 (B)
Proficient/ College-Ready

Student demonstrates complete


and in depth analysis of the
content:
_____________________________
_____________________________
_____________________________
_____________________________

Student demonstrates complete


and skillful analysis of the
content:
__________________________
__________________________
__________________________
__________________________

Student demonstrates sufficient


and reasonable analysis of the
content:
__________________________
__________________________
__________________________
__________________________

Student demonstrates insufficient


and minimal analysis of the
content:
__________________________
__________________________
__________________________
__________________________

Student demonstrates thorough


and perceptive analysis which
creates a clear and coherent
written presentation of material:

Student demonstrates careful


and insightful analysis which
creates a clear and coherent
written presentation of material:

Student demonstrates partial and


surface analysis which creates
an unclear and/or incoherent
written presentation of material:

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

__________________________
__________________________
__________________________
__________________________
__________________________
__________________________

__________________________
__________________________
__________________________
__________________________
__________________________
__________________________

Student demonstrates insufficient


and minimal analysis which
creates an unclear and/or
incoherent written presentation of
material:
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________

Students Content/Ideas and


Original Thought/Analysis are
presented in a format that is highly
effective for the given purpose:

Students Content/Ideas and


Original Thought/Analysis are
presented in a format that is
effective for the given purpose:

Students Content/Ideas and


Original Thought/Analysis are
presented in a format that is
ineffective for the given purpose:

___________________________
___________________________
___________________________
___________________________
___________________________

__________________________
__________________________
__________________________
__________________________
__________________________

Students Content/Ideas and


Original Thought/Analysis are
presented in a format that is
somewhat effective for the given
purpose:
__________________________
__________________________
__________________________
__________________________
__________________________

Student demonstrates strong


control and mastery of Standard
English Conventions; either there
are no errors, or the errors are so
slight that they do not interfere
with comprehension.

Student demonstrates strong


control of Standard English
Conventions; there are a few
errors but they do not interfere
with comprehension.

Student demonstrates sufficient


control of Standard English
Conventions; there are many
errors that interfere with
comprehension.

Student demonstrates minimal


control of Standard English
Conventions; there are countless
errors that interfere with
comprehension.

CONTENT AND IDEAS

Use of Academic Language


Evidence of a controlling idea and/or
addresses hypothesis / thesis
Work relates to the task or prompt at
hand

ORIGINAL THOUGHT AND


ANALYSIS

Work demonstrates understanding


of material
Work demonstrates a synthesis of
ideas
Work includes evidence of critical
thinking
Work includes evidence original voice

ORGANIZATION OF PARAGRAPHS

Follows an organized sequence so


that paragraphs support the thesis
Explains or further develops a single
idea in each paragraph
Uses appropriate transitional words
between and within the paragraphs
Introduces and/or embeds evidence
Explains and analyzes (how and why)

__________________________
__________________________
__________________________
__________________________
__________________________

GRAMMAR & CONVENTIONS

Sentence Structure
Grammar
Spells words correctly
Eliminates run-ons and/or sentence
fragments
Maintains formal/academic voice