Student’s Name_____________________________________________ Teacher _____ ______________________

Writing Assignment #____ Conference Requested ? ______ Writing Center Visit? _______

Competent/Credible/Complete
If the writing is scored partially-effective or higher in categories 1-3, the writing is competent and you will earn a grade of “C.”
(70-79) .

1. Purpose
Does the writing contain a unifying and controlling purpose, a thesis or claim, which is maintained throughout the text
according to the organizational requirements of the particular assignment (e.g., summary, narrative, argument, analysis,
description, etc.)?

Ineffective Partially-Effective Effective Exceptional

+0
Writing does not have a
unified purpose or theme
and/or throughout the paper.
Work does not meet the
requirements of the
assignment.
+2
Writing does include a theme,
but is it not maintained
throughout the text, and/or
assignment organization
requirements are not
maintained.
+3
Writing is generally
organized around a unified
and controlling thesis
according to the specific
assignment requirements.
+4
Work is strongly organized
around a unifying theme,
purpose or claim and this is
maintained throughout the
paper. Work is excellent
example of assignment.

2. Conventions and Mechanics

Does the writing follow A Writer’s Reference guidelines for standard English grammar, punctuation, usage? Does it meet the
assignment requirements for length and/or format?

Ineffective Partially-Effective Effective Exceptional

+0
Multiple errors in writing
hamper communication, and
text does not demonstrate
standard English grammar,
punctuation, and/or usage,
and/or does not meet the
requirements for length and
format.
+2
Minimal errors in standard
English grammar, punctuation,
and/or usage are present in
the writing, and/or the text
does not meet requirements
for assignment length and/or
format.
+3
The writing meets Writer’s
Reference guidelines for
standard English grammar,
punctuation and usage, with
very minor errors present.
Meets requirements for
assignment length and
format.
+4
Demonstrates Writer’s
Reference guidelines for
standard English grammar,
punctuation and usage. No
errors. Meets requirements for
assignment length and format.

3. Research
Does the writing introduce and integrate research (as appropriate to the assignment) through quotation, paraphrase, and
summary to enhance credibility and place the message within a larger context? Does the choice of sources reflect careful
evaluation and appropriate use of print, electronic, and visual rhetoric? Does the writing follow documentation guidelines for
the reference format determined by this context (e.g., APA, CMS, MLA, etc.)?

Ineffective Partially-Effective Effective Exceptional

+0
The writing does not
introduce and integrate
research through quotation,
paraphrase and/or summary,
while the selected sources do
not reflect careful evaluation
and appropriate use of print,
electronic and/or visual
rhetorics. Guidelines for
documentation were not
followed.
+2
The writing demonstrates only
minimal /ineffective use of
integrating research though
quotation, paraphrase and/or
summary; the choice of
sources does not reflect
careful evaluation of print,
electronic, or visual rhetorics.
Some errors with
documentation guidelines
exist.
+3
The writing introduces and
integrates research (as
appropriate to the assignment)
through quotation, paraphrase,
and/or summary to enhance
credibility and place the
message within a larger
context. The choice of sources
reflects careful evaluation and
appropriate use of print,
electronic, and visual rhetoric,
following appropriate
documentation guidelines.
+4
The writing demonstrates
exceptionally strong,
integrated research (as
appropriate to the
assignment) which
enhances credibility and
places the message within a
larger context. Apt selection
and handling of sources
reflects judicious evaluation
and use of print, electronic,
and visual rhetoric, following
appropriate documentation
guidelines.

To move up to the Skillful/Persuasive scoring category, writing must score an average of at least “Effective” in categories 1-3.

University of Mississippi CWR Rubric – Long Form

Fall 2010 9/2/2010
 Skillful/Persuasive
If the writing scores an average of “effective” on the CCC category above, and, in addition, scores partially-effective in
categories 5-6 below, then the writing is skillful and you will earn a grade of “B.” (80-89)

4. Evidence/Development
Does the writing develop appropriate, logical, and relevant supporting detail and/or evidence, including more specific,
concrete detail/evidence than opinion or abstract, general commentary?

Ineffective Partially-Effective Effective Exceptional

+0
Writing does not include
appropriate, logical or
relevant supporting details
and/or evidence.
+2
Writing does not include strong
evidence and/or logical
support and detail. Argument
relies too heavily on opinion
and general commentary.
+3
Writing includes appropriate,
logical, and relevant
supporting detail and/or
evidence. Although opinion
and general commentary
may be present, it is
supported by fact.
+4
Writing is marked by
persuasive and exceptionally
developed logical and
relevant supporting detail and
evidence.

5. Exploration

Does the writing explore ideas unfamiliar to the writer, question different thinking, and respond to readings?

Ineffective Partially-Effective Effective Exceptional

+0
The writing fails to explore
new ideas and works without
a substantial connection to
readings evidenced by a lack
of supporting process
documents.
+2
The writing begins exploration
of new ideas, but could push
further to explore new ideas
but and instead accepts
existing thinking, and works
without a substantial
connection to readings
evidenced by a lack of
supporting process
documents.
+3
The writing explores ideas
unfamiliar to the writer,
questions different thinking,
and responds to readings
evidenced by the supporting
process documents.
+4
Writing exceeds the teacher’s
guidelines for brainstorming,
drafting, revising, editing, and
proofreading. Substantial
growth and progression are
evidenced by the supporting
process documents.

6. Audience
Does the writing demonstrate a sense that the writer knows that s/he is addressing a specific audience, reflecting a respect
for values that influence ethos (e.g., common ground, trustworthiness, careful research)?

Ineffective Partially-Effective Effective Exceptional

+0
Writing does not demonstrate
an understanding that the
writer is addressing real
people who will evaluate and
perhaps respond to the
message. Writing fails to
develop values that influence
ethos (e.g., common ground,
trustworthiness, careful
research).
+2
Writing is develops some
credibility, but leaves
questions as to whether the
writer understands that s/he is
addressing real people who
will evaluate and perhaps
respond to the message.
Writing needs more attention
to values that influence ethos
(e.g., common ground,
trustworthiness, careful
research).
+3 +4
Writing demonstrates a Writing demonstrates a strong
sense that the writer has credibility and connection with
credibility, is addressing real an engaged audience earns
people who will evaluate and readers’ respect, and builds
perhaps respond to the ethos.
writer’s message, and
reflects a respect for values
that influence ethos (e.g.,
common ground,
trustworthiness, careful
research).

To move up to the Distinctive scoring category, writing must score a mean of at least “Effective” in categories 4-6.

University of Mississippi CWR Rubric – Long Form

Fall 2010 9/2/2010
 Distinctive

If the writing meets all of the Competency and Skillful/Persuasive effectiveness standards and, in addition, demonstrates a
mastery of one or more features of superior writing below, the writing is distinctive and you will earn a grade of “A.” (90-
100)

8. Distinction
• Your writing stands out because of one or more of the following characteristics: complexity, originality, seamless
coherence, extraordinary control, sophistication in thought, recognizable voice, compelling purpose, imagination,
insight, thoroughness, and/or depth.

Ineffective
If your paper does not meet competency standards, and you have received a score of “ineffective” in all three competence
areas (1-3 above), you will earn a grade of “D” (60-69) or “F” (<60) depending of the severity of these problems and you
should schedule a conference with your teacher.

University of Mississippi CWR Rubric – Long Form

Fall 2010 9/2/2010