Training Rubric for Evaluation of Writing
(Note: Numbers below are guides; in blanks at right, write number earned)
Audience Awareness:
Does the writing fulfill the directions for the assignment?
5
Fulfills
all aspects of
assignment
4
Mostly
fulfills
assignment
1 or 2
minor
problems
3
Adequately
satisfies
assignment
2
Several
problems
in fulfilling
assignment
1
Major problems
--seems as
though student
misunderstood
assignment
_______
Does the writing avoid confusing shifts in person (one-->you) and tense (is-->was)?
5
Consistent
point of
view, both
in verbs and
pronouns
4
Only 1 or 2
shifts in
verb or
pronoun
point of view
3
Occasional
shifts in
point of view
(3-4)
2
Several
shifts in
point of
view;
confusing
(5-7)
1
So many shifts
that essay is
incoherent
_______
Does the writing maintain an appropriate level of formality in language (e.g., avoids slang)?
5
Completely
appropriate
to purpose
& audience
4
3
Few problems Some problems
in appropriate in word choice
language &
and appropriate
tone (1-2)
language & tone
(3-4)
1
2
Student is
struggling
with
appropriate
language
& tone (5+)
1
_______
Student seems
unaware of
appropriate
language & tone
Organization/Development:
Does the writing have a useful introduction, with thesis (or focus), and conclusion?
10
Paper structure
is clear, useful;
no problems
following
essay structure
8
6
One or two
Some problems
minor
with structure:
problems:
e.g. focus
(e.g. some
unclear,
problems
paragraphs
in paragraph out of place,
logic, order) disorganized
structure or
paragraphs
4
Essay
organization
inhibits
meaning
2
Structure
nears or is
incoherent
______
Does the writing have adequate details in its paragraphs?
10
Excellent details;
explains concepts
clearly and fully;
shows fine
grasp of
concepts &
information
8
Adequate
details, but
could be
clearer or
more
complete
6
Lack of
sufficient detail
in one section,
or minimum
detail
throughout;
some errors in
information
4
Only
minimum
detail;
several
errors in
information
2
_______
Very few details,
or details show
frequent errors
of information
Do paragraphs fit together logically—both within and between paragraphs?
5
Smooth and
helpful transitions
both logically
within paragraphs
and between
paragraphs
4
Mostly
smooth and
logical
transitions
within and
between
paragraphs
3
Some logical
shifts and
jumps, either
within or
between
paragraphs
2
2
Several
jumps; seems
allergic to
"however,"
"moreover,"
etc.
1
Reader must
fill in
transitions
from sentence
to sentence
_______
Does the writing have a clear and consistent format (choose one only of the following):
A. For Essays:
Does the essay use transitions, develop ideas thoughtfully and fulfill the thesis?
10
Every
paragraph
develops
thesis
thoughtfully
and logically;
topic
sentences
all connect
to thesis;
good
transitions
8
Very few
problems in
developing
thesis:
perhaps one
topic
sentence
problem;
some lack
of transitions
6
4
Essay is
Essay
coherent
drifts
but some
away from
digression
thesis; it
from thesis; does show
essay may
some
and shows
of topic, but
writer
unhelpful to
understands reader
concepts, but
poor
organization;
few transitions
2
Close to
complete
mess
_______
B. For Research Arguments:
Does the essay integrate quotations well and use MLA in-text citations?
5
Quotations
are logical
support to
general
claims;
quotations
introduced
and cited
correctly
4
Most
quotations
introduced
well and
support
claims
effectively;
most citations
correct
3
Most
quotations
support
claims
effectively;
some not
introduced;
some not
cited
correctly
2
Some/most
quotations
not
introduced
("dropped");
several not
cited, or cited
incorrectly
1
Quotations
dropped in,
not cited;
borderline
plagiarism
_______
Does the essay have an MLA Works Cited page with useful and competent citations?
5
All citations
correct;
listed
alphabetically
4
Few errors
in citation
format
(1-3)
3
Several
errors in
citation
format
(5-6)
2
Many
errors in
citation
format
(7-8)
3
1
Very little
resemblance
to correct
citation
format
_______
C. For Research Reports:
Does the essay integrate quotations well and use APA in-text citations?
5
Quotations
are logical
support to
general
ideas;
quotations
introduced
and cited
correctly
4
Most
quotations
introduced
well and
support
ideas
effectively;
most
citations
correct-minor
punctuation
or year
problems
3
Most
quotations
support
ideas
effectively;
some not
introduced;
some not
cited
correctly:
some
punctuation
or year
2
Some/most
quotations
not
introduced
("dropped”);
several not
cited, or cited
incorrectly
several
punctuation
or year
errors
1
Quotations
dropped in,
not cited;
borderline
plagiarism;
many
punctuation
or year
errors
_______
Does the essay have an APA References page with useful and competent citations?
5
All citations
correct;
listed
alphabetically
4
Few errors
in citation
format
(1-3)
3
Several
errors in
citation
format
(5-6)
2
Many
errors in
citation
format
(7-8)
1
Very little
resemblance
to correct
citation
format
_______
Sentence Structure:
Do the sentences in this writing avoid confusion and communicate clearly?
10
All sentences
clear,
communicate
well;
readerfriendly
8
Few
problems
with clarity;
some minor
confusions
6
Several
sentences
lack clarity,
but most
problems
minor
4
4
Several
sentences
cause
reader to
pause and
figure out
writer's
intent
2
Many
sentences
cause reader
to pause;
some are
beyond
reader's
comprehension
_______
Do the sentences in this writing avoid fragments and run-ons?
5
1 or 2
fragments,
run-ons
4
3-4
fragments,
run-ons
3
5-6
fragments,
run-ons
2
7-8
fragments,
run-ons;
essay in
places
sounds
like talk,
not writing
1
9+
fragments,
run-ons;
essay sounds
like talk, not
writing
_______
Do the sentences in this writing avoid awkwardness?
5
All sentences
clear;
readerfriendly
4
Most
sentences
clear; 1-2
awkward
sentences
3
3-5
awkward
sentences;
writer may
be struggling
with content
or complex
thought or
vocabulary
2
5-7
awkward
sentences;
writer seems
to be talking
instead of
writing in
places; some
long, wordy
sentences
show
struggle
with ideas or
vocabulary
1
_______
8+
awkward
sentences;
writer does not
have grasp of
concepts,
vocabulary,
or how to
express
anything beyond
rudimentary facts
Word Use:
Does this writing use important terms in the discipline appropriately?
5
All terms
used well;
writer has
clear grasp
of important
terms in
discipline
4
Most terms
used well:
1-2 may
show some
tentativeness
in correct
usage
3
Use of
3-5 terms
shows some
struggle with
appropriate
usage
5
2
Writer is
struggling
with
disciplinary
vocabulary,
is making an
effort toward
correct usage
1
_______
Writer seems
unaware that
discipline
terms should
be used
appropriately:
either very sloppy
writing or poor
understanding of
concepts
Does this writing avoid confusing homonyms (e.g. there, their, they’re)?
5
Only 1-2
homonyms
confused
4
3-5
homonyms
confused
3
5-7
homonyms
confused
2
Writer is
letting
Bill Gates
do the
spelling
8-10
confusions
1
Many
homonym
confusions
"The bares set
were their was
good whether."
_______
2
7-8
errors
1
9+
errors;
errors are
of common
usage words
_______
1
9+
errors:
writer has
several
problems
in punctuation
_______
Grammar and Mechanics:
Does this writing have few or no spelling errors?
5
4
0-2
3-4
errors;
errors
errors are
of advanced
vocabulary,
probably new
words to
writer
3
5-6
errors
Does this writing have few or no punctuation errors?
5
0-2
errors
of same
kind
4
3
3-4
5-6
errors
errors
of same
of one or
kind: writer two kinds
has problems
with one kind
of punctuation
2
7-8
errors:
more than
two kinds
of errors
Does this writing have few or no errors in agreement (subject-verb; noun-pronoun)?
5
0-2
errors
4
3-4
errors
3
5-6
errors:
some
dialect
evidence
(e.g.,
"he seen")
6
2
7-8
errors:
more
dialect
evidence
1
_______
9+
errors:
writer is
talking as much
as writing
Does this writing demonstrate that the student took pains to proofread it well?
5
Very few
minor
errors in
punctuation
and spelling
4
3-5
minor
errors,
no clear
pattern of
problems
3
5-8
minor
errors,
no clear
pattern
2
1
8-10
Many
errors;
errors:
writer may
writer shows
have spelling little evidence
or punctuation of having
problems
proofread at all
Total (100):
_______
_______
Guidelines for Using Rubric for Evaluation of Writing
As part of the college’s assessment program, student writing needs to be assessed at
the program level, as well as in English courses. This rubric has been developed for contentarea instructors as they evaluate writing assignments in their courses. For assessment
purposes, each program will need to set their own departmental standards; this rubric is
intended as an aid in that assessment process.
Please answer the questions on the rubric by circling a number (or indicate a space
between numbers) and write a number in the space provided for that question. The higher the
number, the better the writing:
5
Excellent
4
Good
3
Average
2
Poor
1
Unacceptable
Scores may be decimals: e.g. 3.5 or 4.25. A perfect score would be a total of 100. Please
write a number for each question and total the scores at the bottom of the page. This rubric
will facilitate greater uniformity and greater accuracy in instructor-student communication
about writing skills.
Please Note: Under “Organization” are three sub-sections. Choose ONLY ONE of these
three subsections, depending on the writing task you assigned. If you assigned an essay, then
use part A; if you assigned a research paper which is argumentative, or a report which you
specified should be written in MLA bibliographic format, use Part B; if you assigned a report
with APA format, use part C.
Here is a reminder of the major differences between MLA and APA formats (both are books).
MLA (Modern Language Association): A Works Cited page is found at the end of the
essay.
Beiser, Arthur. Applied Physics. New York: McGraw-Hill, 2003.
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(Note: the author’s first name is spelled out and the date appears at the end of the citation.)
APA (American Psychological Association): A References page is found at the end of
the essay.
Beiser, A. (2003). Applied physics. New York: McGraw-Hill.
(Note: the author’s first initial only is used; the date of publication immediately follows the
first initial.)
(Note: If you use some other bibliographic format, adapt the category which is closest to your
format.)
Further Notes about Writing Assessment:
The evaluation of writing is always somewhat subjective, since language is expressive
and words mean slightly different things to different people. However, we can identify
certain composition features (organization, thesis, paragraph coherence,, adequate detail,
transitions) and certain grammar and mechanics features (fragments, run-ons, spelling and
punctuation errors) which most readers regard as important. Providing reliable writing
assessment is a key factor in establishing the quality of our educational institution.
As a professional educator, you should judge the writing based on your assignment
directions and your knowledge of the content area. Trust your instincts: If the writing is
weak, you will probably know it, even though you may not know exactly what is wrong
grammatically. Writing professionals hold that a difference of 10 points between two
evaluators is acceptable. Reliability is established by 80% agreement.
Very few questions directly concern specific grammar concepts. You will know when
a sentence is awkward and when an essay has not been proofread well. However, in case you
need a reminder about fragments and run-ons, here are some examples:
Fragments:
Run-ons:
This disease, which has spread over the whole country.
Since this was a problem that had arisen in earlier experiments.
The metal became highly stressed, it cracked.
This was an occasion for further experimentation the scientists went to
work.
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