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Writing Rubric

Writing Rubric

Excerpt From this Document

Part A: Ideas

  • Strong, specific thesis that narrows the subject by making a logical, significant claim about the subject
  • Fully supports the prompt by providing relevant, concrete details that move beyond the obvious
  • Appropriate, relevant direct quotations are embedded well; add to clarity and meaning
  • Writes an original interpretation that moves beyond the obvious
  • Specific thesis that narrows the subject by making a logical claim about the subject
  • Mostly supports the prompt by providing relevant, concrete details
  • Appropriate, relevant direct quotations are used, perhaps not well embedded
  • Writes a mostly original interpretation
  • Somewhat specific thesis that narrows the subject to some extent by making a somewhat logical claim about the subject
  • Somewhat supports the prompt by providing general, brief, or obvious details
  • Relevant, direct quotations are used but not explained
  • Writes an obvious interpretation
  • Broadly stated thesis that addresses the subject by making an illogical claim about the subject
  • Minimally supports the prompt by providing lists/fluff or providing limited details that focus on irrelevant or trivial points
  • Relevant quotations are paraphrased; missing required number of relevant, direct quotations
  • Writes a regurgitated interpretation
  • Poorly stated thesis that makes no claim about the subject; no thesis statement
  • Almost no support of prompt by providing only one or two details; no support of prompt
  • Irrelevant quotations are used; no quotations
  • Writes a summary with limited interpretation; writes a summary with no interpretation

Part B: Organization

  • Has an inviting, original, and relevant introduction which includes an attention getter and background information
  • Logical sequencing of entire essay fully supports the thesis
  • Logical and effective arrangement of ideas within each body paragraph
  • Satisfying conclusion that ties main ideas together; rephrases and supports the thesis; no trite expressions; no new ideas presented
  • Establishes clear connection between ideas with a variety of transitions that are original and not formulaic; trite expressions are not used; overall essay structure is fluid and sequential
  • Has a relevant introduction which includes an attention getter and background information
  • Logical sequencing of most of the essay supports the thesis
  • Logical and effective arrangement of ideas within most body paragraphs
  • Conclusion ties main ideas together but is somewhat predictable; attempts to rephrase and support the thesis; some trite expressions are used; no new ideas presented
  • Establishes clear connection between ideas order with some variety in transitions that are not original and/or not formulaic; trite expressions are not used; overall essay structure is somewhat fluid and sequential
  • Has a relevant introduction that lacks sufficient background information
  • Logical sequencing of some of the essay supports the thesis
  • Mostly logical arrangement of ideas within body paragraphs
  • Attempts to tie main ideas together; restates and gives minimal support to the thesis; trite expressions used; does not introduce new ideas
  • Establishes some connection between ideas with a limited variety transitions that are not formulaic; some use of trite transitions; overall essay structure is somewhat choppy but still sequential
  • Has a recognizable introduction with irrelevant or insufficient background information
  • Illogical sequencing of the essay attempts to support the thesis
  • Random leaps in logic evident with an awkward arrangement of ideas within body paragraphs
  • Conclusion does not satisfactorily summarize main ideas; simply restates thesis; trite expressions are used; new ideas introduced ; no support of thesis
  • Transitions attempt to connect ideas but are formulaic and/or trite; overall essay structure is choppy and somewhat sequential
  • Begins abruptly with minimal introductory material; introduction has one to two sentences; no introduction
  • Illogical sequencing of the essay does not support the thesis; no sequencing evident in the essay
  • Weak attempt to establish order or arrangement of ideas within body paragraphs; no recognizable arrangement of ideas within body paragraphs
  • Abrupt conclusion; no conclusion evident
  • Improper use of transitional devices to connect ideas; transitions are formulaic and trite; lack of essay structure; no apparent transitional devices used; no evident essay structure

About this Document

This is a writing rubric specifically designed for high school seniors, although it can be modified to fit lower grades. It is aligned to College Board and ACT standards.

Tags: Grade 12, Other, Teachers, Teaching Guides

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Writing Rubric Writing Rubric