Scoring Rubric for Writing

Conventions There are few or no errors in punctuation, capitalization, grammar & spelling. There are a few errors in grammar, spelling, punctuation, and capitalization. Errors in grammar, capitalization, punctuation & spelling are more frequent. There are many errors in grammar, spelling, capitalization, and punctuation. The errors in grammar, capitalization, spelling punctuation & interfere with understanding.
Organization An original title is present. The paper has a clear beginning, middle & ending. Ideas & details are presented in logical order. Transitions such as Finally or The next day are used to show the relationships among ideas. An appropriate title is present. The ideas and details are mostly presented in logical order. The writer uses some transitions to show the relationships among ideas. The paper seems complete. A title is present. The paper is somewhat organized, but seems unfinished. Sometimes it is not clear how the details used connect to the main idea or story. Some of the details are not in the right spot. There is little organization to the paper. A lot of the writing does not connect to the main idea or story. The ending is missing or does not connect to the story or main idea. There is little no organization to the paper. There is no beginning or end to the paper. Ideas seem scrambled, jumbled, and disconnected. The paper is confusing. The details do not fit with the main idea.
Ideas/Focus Paper is focused, clear & specific. Writing is full of details for support and shows what is important about the topic. Keeps reader’s attention. The writing is generally focused on the topic & purpose. Writing tells a story or makes a point. Details are present but not developed. The writing is somewhat focused on the topic and purpose. Details are general and not specific. Topic may be too big The writing is related to the topic, but does not have a clear focus. Details are not clear. Reader is uncertain of the focus. The writing is not focused on the topic and purpose. Reader will have difficulty identifying the main idea or purpose of the paper.
Voice The writer’s viewpoint is evident. Text used elicits a variety of emotions. Paper has a lot of personality. Writes with a clear sense of audience. The writer’s viewpoint is somewhat clear. The writing is individual and expressive. Paper has some personality. The writer’s individually fades in and out. The writer’s viewpoint is apparent intermittently. Very little personality to the writing. The writer’s viewpoint is unclear. Little to no personality to the writing. Audience is fuzzy-could be anybody, anywhere. The writer seems uninterested in what he or she is writing about. Writer does not share own thoughts or ideas about topic.
Word Choice The writer uses precise, fresh, original words and phrases. The writing is interesting to read. The word choices are clear. The writer uses some interesting words and phrases. The word choices get the message across, but don’t capture anyone’s attention. The writer does not use words or phrases that make the writing clear to the reader. Writer uses word choices that are confusing, unclear, or inappropriate.
Sentence/ Fluency The writer consistently uses a variety of sentences. The writing is natural and flows smoothly. Sentences begin with a variety of words. The writer uses some variety in sentences. Paper flows smoothly, but has some rough spots. Not all sentences begin the same. Writer uses simple sentences. Some sentences are choppy or awkward, but most are smooth and clear. Sentences tend to begin the same. The writer doesn't use much variety in his or her sentences. Little to no use of linking words to connect sentences. The writer uses short, repetitive sentence patterns. There is little or no variety in sentences. Some of the sentences are unclear. Paper is difficult to read. Difficult time identifying where one sentence ends and the next begins.
* Sources: Writing Handbook for Students adapted by Angela Whitlow; Scoring Rubric for Writing, Harcourt reading series, Teachers’ Edition pages T90 and T91. * Assessment and Evaluation Program, Northwest Regional Educational Laboratory.