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
4
3
2
1
Does the writing avoid confusing shifts in person (oneyou) and tense (iswas)?
5
4
3
2
1
Does the writing maintain an appropriate level of formality in language (e.g. avoids slang)?
5
4
3
2
1
Organization/Development:
Does the writing have a useful introduction, with thesis (or focus), and conclusion?
10
8
6
4
2
Does the writing have adequate details in its paragraphs?
10
8
6
4
2
Do paragraphs fit together logically—both within and between paragraphs?
5
4
3
2
1
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
8
6
4
2
B. For Research Arguments:
Does the essay integrate quotations well and use MLA in-text citations?
5
4
3
2
1
Does the essay have an MLA Works Cited page with useful and competent citations?
5
4
3
2
1
C. For Research Reports:
Does the essay integrate quotations well and use APA in-text citations?
5
4
3
2
1
Does the essay have an APA References page with useful and competent citations?
5
4
3
2
1
Sentence Structure:
Do the sentences in this writing avoid confusion and communicate clearly?
10
8
6
4
Do the sentences in this writing avoid fragments and run-ons?
5
4
3
2
Do the sentences in this writing avoid awkwardness?
5
4
3
2
Word Use:
Does this writing use important terms in the discipline appropriately?
5
4
3
2
Does this writing avoid confusing homonyms (e.g. there, their, they’re)?
5
4
3
2
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2
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1
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1
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1
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1
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Grammar and Mechanics:
Does this writing have few or no spelling errors?
5
4
3
2
1
Does this writing have few or no punctuation errors?
5
4
3
2
1
Does this writing have few or no errors in agreement (subject-verb; noun-pronoun)?
5
4
3
2
1
Does this writing demonstrate that the student took pains to proofread it well?
5
4
3
2
1
Total (100):
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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 content-area 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.
(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.