Name ______________________________ Date _______________ Class ___________
Middle School Writing Process Rubric – Revised 2012
Secure
Evidence shows the use of
brainstorming, organizing (use
of graphic organizers) and
writing out ideas for this piece of
writing.
Draft includes ideas and
organization from prewriting
that enhance the draft.
Developing
Some evidence that shows time
spent brainstorming, organizing,
and writing out ideas for this
piece of writing.
Beginning
Student spent little to no time
brainstorming, organizing and
writing out ideas for this piece of
writing.
Draft includes some ideas and
organization from prewriting.
Draft includes little to no ideas
or organization from the
prewriting.
Revising
Student revision shows adequate
changes made to content (ideas,
organization, detail).
Student attempted to make
changes to their writing,
however the changes were
minimal and focused on editing
verses content.
Student made little to no changes
to piece.
Editing
Student identified and corrected
spelling, capitalization, and
punctuation errors in the drafts.
Student inconsistently identified
and corrected spelling,
capitalization, and punctuation
errors in the drafts.
Student made little to no attempt
to identify and correct spelling,
capitalization, and punctuation
errors in the drafts.
Student attempted to apply new
grammar skill(s) as appropriate.
Attempts to use technology to
produce and publish writing.
Student made little to no attempt
to apply new grammar skill(s).
Does not attempt to use
technology to produce and
publish writing.
Student mostly used class time
wisely, both independently and
when meeting with peers.
The student was focused the
majority of the time and only
one or two times did the student
get off-task.
Student frequently had to be
refocused/reminded to work on
writing, revising, and editing
during class.
Student did not use class time
wisely or frequently was not
prepared for class.
Student participated in peer
group and offered meaningful
feedback.
Student participated in peer
group and offered feedback.
Student did not participate in
peer group and/or offered
feedback that was not
constructive.
Student incorporated teacher
feedback.
Student attempted to incorporate
teacher feedback.
Student made little to no attempt
to incorporate teacher feedback.
Prewriting
Drafting
Publishing
Participation
(Writer’s
Workshop)
Conferring
with Teacher
Student attempted to apply new
grammar skill(s) as appropriate.
Most attempts are correct.
Effectively uses technology to
produce and publish writing.
Student always used class time
wisely, both independently and
when meeting with peers.
All conversations during class
were focused on revising/editing
work.