East High School – Writing Rubric Template Based on the ACT College Readiness Standards and Six Traits Writing

This rubric is not intended to be used verbatim. It serves as a starting point for discussions with colleagues and students about writing assignment expectations. It is intended to be tweaked and molded to best suit the intended purpose and audience of the writing assignment. We recommend that this rubric be used for the more formal writing assignments in your class and not for low-stakes, reflective writing assignments. We also recommend that only a few elements of the rubric be used at one time, or it will be overwhelming for both the student and teacher. It should be pared down and tailored to fit the nature of the assignment and the students in your content area and class. The rubric can and should be differentiated to meet the needs of students. Finally, we recommend that you provide your rubric to students from the start of the assignment and use it through multiple revisions throughout the writing process. Reviewing each element with students, and providing models and examples of good (and bad) writing will improve students’ final product (and ultimately make grading easier for you).

East High School – Writing Rubric Template Based on the ACT College Readiness Standards and Six Traits Writing

Key question: Above Expectations At Expectations Below Expectations Did I stay focused throughout the piece?

Topic Focus ___ Clear thesis that focuses and defines topic ___ Topic is narrow and manageable ___ Paper stays on topic

Topic Focus ___ Some topic development ___ Topic present, but broad/vague ___ Paper strays from topic

Topic Focus ___ No sense of purpose or central theme ___ Topic is unclear or unfocused

Did I use adequate support and original information?

Topic Development ___ Ideas are developed fully ___ Relevant details; evidence supports topic ___ Ideas and support suit the audience and purpose

Topic Development ___ Ideas are reasonably clear ___ Support/evidence is attempted ___ Ideas and support stray from audience and purpose

Topic Development ___ Information/evidence is limited, lacking, or unclear ___ Text repetitious, disconnected, and/or random ___Not relevant to audience or purpose

Does the organizational structure support my writing?

Organization: ___ Paper’s structure enhances the topic/flow ___ Introduction and conclusion well designed ___ Transitions convey logical relationships between ideas ___ Sequencing is logical and effective ___ Flows smoothly when read

Organization: ___ Paper’s structure occasionally distracts reader from topic/flow ___ Recognizable introduction and conclusion ___ Transitions often work well ___ Sequencing sometimes logical, occasionally distracts from content ___ Some areas are confusing/awkward when read

Organization: ___ Paper lacks a clear sense of direction ___ Introduction and/or conclusion missing ___ Connections between ideas are confusing ___ Sequencing needs work ___ Organization of paper makes reading confusing/difficult

Do the words create a vivid or precise mental image?

Word Choice: ___ Words are specific and accurate ___ Language is natural ___ Language is dynamic and precise ___ Word choice is appropriate for the purpose and audience

Word Choice: ___ Words are adequate and understandable ___ Most word choices are natural ___ Language is passive and/or vague ___ Most word choice is appropriate for purpose and audience

Word Choice: ___Words are vague or misused ___ Word choice is unnatural, forced, or copied ___ Clichés and/or redundancies ___ Word choice not appropriate for purpose and audience

Do the phrases and sentences flow smoothly?

Sentence Fluency: ___ Complete sentences, interesting style ___ Sentences vary in length and structure.

Sentence Fluency: ___ Sentences get the job done ___ Sentences are usually constructed correctly ___ Some variety in sentence

Sentence Fluency: ___ Sentences are incomplete, rambling or awkward. Phrasing unnatural ___ Sentence structure unchanging/ incorrect

___ Purposeful and varied sentence beginnings ___ Writing has a natural rhythm

beginnings is attempted ___ Writing may be stiff, awkward or choppy

___ Writing is choppy, confusing, and/or disconnected

How much editing needs to be completed before sharing with my audience?

Conventions: ___ Spelling is correct ___ Punctuation is accurate ___ Capitalization is correct ___ Grammar and usage are sound ___ Conventions may be changed for effect

Conventions: ___ Spelling is usually correct ___ End punctuation is usually correct ___ Most words are capitalized correctly ___ Problems with grammar and usage are not serious ___ Conventions are mostly followed

Conventions: ___ Spelling errors are frequent ___ Punctuation is missing /incorrect ___ Capitalization is missing/ incorrect ___ Frequent grammar/usage errors ___ Errors prevent understanding

Does the writing style make one want to keep reading?

Voice: ___Writer’s perspective obvious and interesting ___ Tone gives texture to the message; appropriate for the purpose and audience ___ Writing reflects a strong commitment to this topic

Voice: ___ Writer’s perspective present but not compelling ___ Tone gets lost in safe generalities and does not always serve the purpose or audience ___ Writing reflects some commitment to the topic

Voice: ___ Writer’s perspective is indifferent, uninvolved, or missing ___ Tone does not match the intended purpose or audience ___ Writing is lifeless or mechanical, frequently off topic

For Persuasive Essays:

Key question: Above Expectations At Expectations Below Expectations Did I take a stand on the issue and support it with evidence?

Expressing Judgments: ___ Clear position on the issue ___ Examines different perspectives

OR

Expressing Judgments: ___ Takes a position on the issue ___ Touches on different perspectives

OR

Expressing Judgments: ___ Unclear or missing position ___ Lacks other perspectives OR

___ Evaluates implications of the issue

OR ___ Fully discusses counter-arguments

___ Mention of implications of the issue OR ___ Some discussion of counter-arguments

___ Does not recognize the complexity of the issue OR ___ Lacks discussion of counter-arguments

For Narrative Pieces:

Key question: Above Expectations At Expectations Below Expectations Did I use details to create a compelling story?

Creating a Convincing Story: ___ Logical chain of events set in motion ___ Events lead to a logical ending ___ Suspense created ___ Characters seem interesting and real ___ Point of view is consistent ___ Rich setting establishes a mood

Creating a Convincing Story: ___ Chain of events is generally clear ___ Events and end are logical, but not tight ___ Some character development ___ Point of view is consistent for the majority of the story ___ Sufficient details set the mood

Creating a Convincing Story: ___ Chain of events is unclear or confusing ___ Events do not logically fit with the ending ___ Characters seems flat or unbelievable ___ Point of view is inconsistent ___ Setting is missing or insufficient to create a mood

For Research Papers:

Key question: Above Expectations At Expectations Below Expectations Did I use and cite relevant resources?

Using Resources: ___ Sources are relevant, reliable, and recent ___ Sources are cited in the text ___ Sources are cited in a Works Cited page ___ Paper’s tone is academic and appropriate for the purpose and audience. ___ Ideas, evidence and phrasing are original

Using Resources: ___ Some sources are relevant, reliable, and recent ___ Most sources are cited in the text. ___ Most sources are cited in a Works Cited page ___ Paper’s tone is mostly appropriate for the purpose and audience ___ Most ideas and phrasing are original

Using Resources: ___ Sources missing or poorly chosen ___ Sources are not cited or cited incorrectly ___ Works Cited page missing or incorrect ___ Paper’s tone is inappropriate for the purpose and audience. ___ Obvious plagiarism is present.