Writing Rubric

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Main Idea	The writer has often launched right into an explanation without a sentence, which gives the main idea or central point of the essay.	There is usually a statement of what the topic of the paper is. Often, however, the writer does not state a clear point of view. Sometimes, however, there is a main idea or thesis sentence.	The main idea of the essay is clear, and is stated in the introduction, but sometimes is not stated clearly until the end of the paper.	The main idea/ thesis statement is clearly stated in the introduction.
Evidence	The evidence or examples used consist of general statements with no specifics, or of several short examples with not general statement to tie them to the topic.	The evidence or examples used consists of either generalities or specifics, such as long stories, but there is not a mixture of both.	The evidence used contains both generalities and specifics, but may not be well balanced between them both.	The evidence contains a balance of both generalities and specifics: explanations, anecdotes, statistics, etc.
Paragraphs	There is often no attempt to create paragraphs in the body of the writing. Often there is one paragraph in the entire essay.	There is an attempt to use paragraphs throughout the essay. Usually the central point of each paragraph is clear.	Paragraphing is skillful. In most cases a clear central idea is apparent in each paragraph.	Paragraphing is appropriate, and clear central points are made in each paragraph.
Errors	Errors in sentence structure, punctuation, and usage seriously distract the reader at times, and often interfere with meaning.	Errors in sentence structure, punctuation or usage periodically distract the reader.	The writer has few sentences level errors. They may be described as mildly distracting.	The paper has been carefully edited, but a few errors may still exist.
Transitions	As the writer moves from point to point, no transition words are used to move the reader along. Words like: first, then, next, as you can see, and however are transition words.	There are few transition words to link ideas together, or they may be used inappropriately.	The writer uses some transitions, but may sometimes use them inappropriately.	The writer uses transitions appropriately.
Organization	The organization of the information in the body of the paper is not clear. Information may be presented as a stream of consciousness without regard for the needs of the reader.	The overall organization of the paper is unclear although sections of the paper may be focussed. Sometimes the paper is primarily a story.	While the whole paper "hangs together", the organization in some places is choppy.	The essay is well organized and read smoothly from beginning to end.
Reading Material - Own Experience	If reading material was involved and the writer was asked to respond to the reading, the writer didn't link the information provided with personal experience/observation.	If reading material was involved, the writer has used an insufficient amount of the information provided in connection with his/her own experience, or the writer has depended exclusively on one type of information. Either the information provided or personal experience.	If reading assignment was used, the writer has used a sufficient amount of the supplied information, and has made some attempt to link that information to personal experience and/or observation.	If a reading assignment was involved, the writer has effectively used the information provided in the reading in terms of his/her own experience.
Reading Material - Paraphrase or Summary	If a reading assignment is involved, the information may have been copied word for word.	The reading material is used, but there is little paraphrase or summary.	If a reading assignment is referred to, there is some evidence of summary/paraphrasing skill as opposed to copying all of this information word by word.	If reading was involved, the writer has effectively used summary and paraphrasing skills in using the provided information.

 

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