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Scoring Rubric – Journalism Sports Article

4--Exceptional 3--Effective 2--Developing 1--Beginning

Ideas  Clear and insightful topic statement.  Clear topic statement.  Subject is clear, but topic statement may  General topic is vague, missing or
The meaning and  The content of the topic sentences  Topic sentences clearly and logically be underdeveloped. undeveloped.
development of the interconnects logically and offers thorough support the larger idea.  Topic sentences do not always support the  Topic sentences are not clearly connected
message support for the larger idea. larger idea; reader sometimes has to infer. to thesis.
 Topic is developed using relevant and  Topic is developed using relevant facts,  Topic is underdeveloped, though some  Topic is poorly developed or not
compelling facts, definitions, concrete definitions, concrete details, and quotes as attempt is made to include facts, developed at all, with little or no relevant
details, and quotes as appropriate. appropriate. definitions, details, or quotes. or accurate support.
 Quotes and information from the primary  Quotes from primary and secondary  Few quotes are used to support topic, or
and a variety of secondary sources are sources are used and cited, though some paper relies heavily on a few sources only.
cited and integrated smoothly. may not be integrated smoothly.
Organization  Unique intro includes an effective and  Intro includes an effective attention getter  Intro is formulaic or only partially  Intro is disconnected from topic,
The structure of the compelling attention getter and previews and previews what is to follow. connected to topic. confusing, or missing.
piece vertically and what is to follow.  The conclusion follows from and connects  Conclusion simply reiterates the intro or  Conclusion simply restates the topic or is
horizontally  An effective conclusion follows from and to the information presented. may not completely connect to the missing.
connects to the information presented; information presented.
conclusion leaves the reader with
something to think about.
 Thoughtful, appropriate and varied  Appropriate transitions create cohesion  Transitions may be formulaic or simplistic.  Transitions are unclear, limited or missing.
transitions create cohesion and clarify and clarify connections between ideas.  Piece is hard to follow.
connections between ideas.

Word Choice  Powerful, engaging, and precise words.  Words are correct and appropriate to the  Words, while generally correct, are not  On several occasions, the words chosen
The specific  Language creates clarity. task but could be more specific and precise enough to convey the intended are incorrect or do not convey the
vocabulary the  Vocabulary is content specific and helps to powerful. meaning. intended meaning.
writer uses to develop the writer’s credibility.  Vocabulary is appropriate to grade level.  Vocabulary is thesaurus heavy or overly  Vocabulary is limited.
convey meaning general (nice, good, really, okay)
Voice  Voice is engaging and compelling,  Voice is very strong in places, but at times  Voice peeks through only occasionally.  Piece is flat, monotonous; no voice
The way the writer reflecting interest in and commitment to could use some spicing up. Generally the piece is flat. present.
brings the topic to the topic.  Tone is mostly formal.  Tone is often informal; piece sounds more  Tone is inappropriately casual.
life  The tone is informed, even scholarly.  Generally appropriate to the audience with conversational than scholarly.
 The tone is perfect for the intended the opportunity for some revision.

Sentence  Varied sentence structure enhances  Good use of sentence length and  Strong and varied structure.  Attempts to use compound and complex
readability. structure.  Expressive reading is possible in some sentences, but does not provide reader
Fluency  Ideas flow smoothly; invites expressive  Rhythm of the language sounds natural; places but not in others. with much variety.
The way the words reading. allows for expressive reading.  Expressive reading is difficult; reader
and phrases flow stumbles over language.
throughout the text
Conventions  Accurate use of punctuation,  Spelling is generally correct.  Some spelling errors.  Spelling generally correct on basic words.
The mechanical capitalization, and spelling; almost perfect.  Generally accurate use of punctuation and  Inconsistent use of punctuation and  Punctuation and capitalization reflects
correctness of the  Grammar and usage contain almost no capitalization; a few errors. capitalization. misunderstanding of conventions.
piece mistakes.  Standard grammar and usage.  Grammar and usage often incorrect.  Grammar errors are distracting.
 Paragraphing enhances clarity.  Sound and logical paragraphing.  Most paragraphing conventions are  Paragraphing conventions are not
 Consistent, accurate use of MLA or  Consistent, fairly accurate use of MLA or followed. followed.
appropriate style guide. appropriate style guide.  Inconsistent use of MLA/style guide.  Lacking or incorrect use of style guide.
A = 32 – 29 B = 28 – 25 C = 24 – 19 D = 18 – 14 F = 13 – 8