CVR RUBRIC – INFORMATIVE PARAGRAPH
5
CONTENT
The paragraph is clear,
detailed, and organized.
 The topic sentence answers
the question clearly.
 At least three accurate and
relevant support sentences are
used.
 At least three more sentences
add examples or details.
 Transitions connect each point
to the topic sentence.
 The concluding sentence
resolves questions, reinforces
the topic sentence, points to
the future, and/or provides
judgment.
3
The paragraph answers
the question with general, basic
information.
 The topic sentence answers
the question.
 At least two accurate and
relevant support sentences are
used.
 At least two more sentences
add examples or details.
 Transitions are not strong.
 A concluding sentence is
present, though it may not
strengthen the writer’s
position.
1
The paragraph is unclear,
underdeveloped, or ineffective.
 The paragraph lacks a topic
sentence that answers the
question.
 Support sentences are missing,
vague, or inaccurate.
 Examples and details are
missing or irrelevant.
 The paragraph lacks
transitions.
 The conclusion is missing or
unsuccessful.
VOICE
5
The writing is engaging
and appropriate for the topic and
purpose.
 The topic sentence hooks the
reader.
 Specific, vivid words and
phrases make the message
clear and memorable.
 Every word is necessary to
enhance meaning; nothing is
used as “filler.”
 The vocabulary of the content
area is used with skill and
ease. Technical words are
clarified or defined as
appropriate.
 Third person point of view
(he/she/they/it/a noun) is
used to set a formal tone.
3
The writing is generally
appropriate, but not engaging.
 The topic sentence is not
striking.
 Specific, vivid words and
phrases are used occasionally;
clichés may appear.
 Unnecessary or repetitive
words are used as filler.
 Content area vocabulary is
used imprecisely or without
sufficient explanation.
 First person (“I think…”) or
second person (“When you
read…”) point of view,
contractions, and/or slang
create an informal tone.
1
The writing is bland,
monotonous, or inappropriate.
 The topic sentence does not
capture the reader’s attention.
 Vague words and phrases
predominate; the writer
struggles with a limited
vocabulary.
 The sentences are repetitive
and/or rambling.
 Content area terms are
nonexistent.
 Shifts in point of view occur.
5
RULES
The writer uses the English
language accurately.
 Errors in grammar and spelling
are few and minor.
 Errors in capitalization and
punctuation are few and minor.
 The paragraph is legible and
formatted correctly.
 Sentences vary in length and
structure.
 Every sentence is complete;
NO FRAGMENTS or RUN-ONS
appear.
3
The writer demonstrates a
basic understanding of most
writing rules.
 Errors in grammar and spelling
are noticeable, but do not
seriously impair readability or
obscure meaning.
 Errors in capitalization and
punctuation are noticeable;
the paragraph clearly needs
editing.
 The paragraph is difficult to
read or formatted incorrectly.
 Sentence structure varies only
occasionally.
 One fragment or run-on is
present.
1
The writer demonstrates a
limited understanding of writing
rules.
 Errors in grammar and spelling
are frequent and distracting.
 Errors in capitalization and
punctuation are extensive.
 The paragraph is illegible and
formatted incorrectly.
 Sentence structure is simplistic.
 Fragments and/or run-ons occur
more than once.
Rubric created by
Ms. Marti Koller
Baldwin-Woodville
High School