Miss Rewa’s Writing Rubric Name: ________________ Task: _______________ Date: ______

Domain 1
Lack of control of the
2
Minimal control of the
3
Sufficient control of the
4
Consistent control of the
5
Full command of the component Teacher
component 68 component 75 component 85 component 95 Comments
65 70 80 90 100

1. Ideas:
• Little or no controlling
ideas or focus
• Minimally developed
controlling ideas
• Partially developed
controlling ideas for
• Well-developed controlling
ideas for assigned task
• Fully-developed controlling
ideas for assigned task
establishes a • Unclear supporting • Limited focus on topic assigned task • Consistent focus on • Consistent focus on
controlling ideas. • General or under- • Generally consistent assigned topic assigned topic, genre, and
• Majority of details are developed supporting focus on assigned topic • Supporting ideas are purpose
idea while
irrelevant to topic ideas. • Most supporting ideas developed/relevant • Supporting ideas are fully-
using
• Lack of development • Majority of details are are developed/relevant • Contains specific examples elaborated and relevant
examples to irrelevant to topic • Some details are and details • Contains specific examples
elaborate irrelevant to topic and details to fully address
main points reader concerns/interests

1. Organization:
• No evidence of
organization strategy
• Little evidence of
organization strategy
• Generally appropriate
organizational strategy
• Generally appropriate
organizational strategy or
• Effective organizational
strategy or structure
clear • Lack of sequencing • Minimal evidence of • Generally clear structure • Logical and appropriate
arrangement and/or appropriate sequencing and/or sequencing and/or • Logical sequencing and/or sequencing with effective
of ideas and transitions limited use of partial use of varied transitions and varied transitions
consistent • Lacks introduction transitions transitions • Introduction sets the • Introduction engages and
and/or conclusion • Ineffective • Appropriate stage and conclusion ends sets the stage and
overall
• No evidence of introduction and/or introduction and clear piece without repetition conclusion provides a sense
structure
meaningful order conclusion conclusion • Related ideas grouped of closure
with assigned • Evidence of unrelated • Related ideas generally together • Logical grouping of ideas
genre ideas grouped together
Inaccurate or confusing Simple or repetitive Generally engaging word Precise and engaging word Varied, precise, and
1. Style:
•
word choice
•
word choice
•
choice
•
choice
•
engaging language
controls • Little or no audience • Little audience • Audience awareness • Attention to audience • Sustained attention to
language to awareness awareness demonstrated throughout paper audience throughout paper
engage the • Writer’s voice is not • Minimal, inconsistent, • Clear and discernable • Consistent voice • Consistent and appropriate
apparent or indistinct voice voice • Sentences vary in length voice sustained
reader
• Lack of sentence • Little sentence • Some sentence and structure • Variety of sentence length,
variety variation variation • Consistent language and structures, and beginnings
• Language and tone are • Language and tone are • Appropriate language tone • Carefully crafted phrases
flat or inappropriate uneven and tone • Some genre-appropriate & sentences to sustain tone
• Insufficient writing • Response too brief • Some genre-appropriate strategies to engage • Variety of genre-
strategies included reader appropriate strategies to
engage reader

1. Conventions:
• Frequent sentence
fragments or run-ons
• Awkward sentence
structure
• Some variety of
sentence structure
• Variety of sentence
structure written correctly
• Clear and correct simple,
compound, and complex
control of • Incorrect or lack of • Incorrect or lack of apparent • Correct usage and sentences
sentence end punctuation end punctuation • Generally correct usage mechanics but not in all • Correct usage and
formation • Frequent and severe • May have frequent and mechanics with elements mechanics in a variety of
usage and errors in usage and errors in usage and some errors • Errors do not interfere contexts
mechanics mechanics • Few errors may with meaning • Errors do not interfere
mechanics
• Errors may interfere • Some errors may interfere with meaning with meaning
with meaning interfere with meaning
Does Not Meet Standards: Meets Standards: Exceeds Standards: Writing Grade:
65-69 70-89 90-100
Note: When determining the appropriate level in each domain, score using the guidelines that the writing is “characterized by most or all of” the bullets in that section.
Miss Rewa’s Writing Rubric Name: ________________ Task: _______________ Date: ______