Writing Rubric

Papers must demonstrate competence in each of the following areas. A score of 3 in one area indicates competence (meeting the standard) in that area. A total score of 15 or more indicates at least a general level of competence for the whole paper. A total score of 14 or less indicates not meeting the standard. 0 in any one of the categories below indicates that the paper cannot be scored according to the various criteria below.

 

EXCEEDS
(4 pts/criterion)

MEETS
(3 pts/criterion)

APPROACHES
(2 pt/criterion)

DOES NOT Meet
(1pt/criterion)

Elaboration/

Support/Style

The thesis is original, well established, and intelligently presented. The thesis is crafted well to address a specific and an appropriate audience and is developed to meet or to exceed the assignment specifications.

The writing has a thesis; this thesis gives adequate attention to issues of audience and is developed to meet the assignment specifications.

The writing has a thesis that is unclear and/or inadequate for the subject scope and/or only meets, in part, the assignment specification.

The writing has no thesis and does not meet assignment specifications.

Focus/Coherence/

Organization

The writing as a whole responds intelligently and creatively to the assignment prompt, is highly attentive to audience, has a single and well-directed focus, exhibits a logical flow of ideas and events ordered in clear and coherent paragraphs, and includes an opening that draws the reader in as well as an effective close.

The writing as a whole gives a complete response to the assignment prompt, is appropriate to audience, has a single focus and exhibits a logical flow of ideas and/or events that is ordered in clear and coherent paragraphs, and includes an effective introduction and conclusion.

The writing does not give an adequate response to assignment prompt, is not attentive to audience, has a focus that leaves underdeveloped only some main points, but it does not, in all cases, order ideas in effective paragraphs or have an adequate introduction and conclusion.

The writing does not respond to assignment prompt, is not attentive to audience, does not focus on topic, does not order ideas in complete paragraphs, and does not have an introduction and conclusion.

Purpose/Principle/ Argument

Each main idea is thoroughly and completely supported by details and is cited, when appropriate, according to the MLA, APA or the style specified by the instructor; all details relate to the topic; the choice of details is effective; ideas/events are related by effective transition words and phrases. The writing exhibits a distinctive sentence style and precise, interesting, and vivid word choices.

The main ideas are well supported by details and are cited, when appropriate, according to the specified documentation style; the details are, by and large, connected well to the topic; ideas/events are related by transition words and phrases. The writing uses a language appropriate to the discipline.

The main ideas are not sufficiently supported by details and are not, in many cases, cited according to the specified documentation style; details and/or evidence in some paragraphs may be sketchy; details are frequently unrelated to the topic; transitions are not generally used, sentence style is not maintained; word choice is not fully adequate to convey meaning and appropriate to audience and to discipline.

The main ideas are inadequately or unevenly developed; the narrative details are sketchy or irrelevant and are not cited according to the specified documentation style; few or no transitions are used; the style is not appropriate to audience. The use of language is inadequate.

Revisions

The writing demonstrates a sophisticated and consistent command of Standard English; is free of spelling, capitalization, and usage errors; uses precise syntax; and contains few, if any, errors in punctuation.

The writing demonstrates the knowledge of Standard English; is free of spelling, capitalization, and usage errors; uses correct syntax; and contains few, if any, errors in punctuation.

The writing contains a number and type of errors that, with frequency, obscure meaning; exhibits a consistent command of Standard English; and contains few, if any, spelling, capitalization, or usage errors and few, if any, errors in punctuation.

The number and/or type of errors obscure meaning; there are frequent errors in spelling, capitalization, and usage; there are serious and frequent errors in punctuation; there are fragments or run-on sentences.

Grammar, Usage, and Mechanics

The writing exhibits considerable changes from the rough to the final draft. These revisions as a whole demonstrate the writer’s high level of skill in diagnosing issues in areas such as coherence and elaboration and in devising creative and intelligent ways to improve significantly the quality of the written communication.

The revisions as a whole exhibit the writer’s ability to diagnose significant issues in areas such as coherence and elaboration and to devise competent solutions to raise measurably the quality of the written communication.

The revisions as a whole exhibit only partial competency on the part of the writer in diagnosing issues in areas such as coherence and elaboration and in devising competent solutions to raise measurably the quality of the written communication.

The writing exhibits little or no change from the rough to final draft.