Domain 1: IDEAS
Weight
Domain 2: ORGANIZATION
X2
Domain 3: STYLE
Domain 4: CONVENTIONS
X1
X1
 CONSISTENT focus on topic and
purpose
 FULLY developed controlling idea
that addresses all aspects of writing
task
 Supporting ideas/elaboration are
relevant to topic, genre, audience
 Supporting ideas FULLY elaborated
w/logical examples and/or details
throughout
 Response FULLY addresses reader
concerns and/or perspectives
 Uses genre-appropriate strategies
 Strategy consistently appropriate
to topic/genre. Helps the
writer’s communication of ideas
 Logical/appropriate sequencing
of ideas w/in paragraphs/across
entire paper
 Introduction engages/sets stage
and conclusion has sense of
resolution/closure
 Introduction and conclusion fit
ideas and purpose
 Related ideas grouped logically
in paragraphs
 Uses effective/varied elements
to link all elements of the
response – beyond use of
transitional words/phrases
 CLEAR/CORRECT simple,
compound, and complex
sentences w/correct
punctuation
 VARIETY of
subordination/coordination
strategies
 CORRECT usage in variety of
contexts: subject-verb
agreement, word forms
(nouns/adjectives/adverbs),
pronoun-antecedent agreement
 CORRECT mechanics in variety
of contexts: punctuation within
sentences, spelling,
capitalization, indentation
 Infrequent, if any, errors
 CONSISTENT focus on assigned
topic
 WELL developed controlling idea
that addresses all aspects of writing
task
 Supporting ideas/elaboration are
relevant to topic, genre, audience
 Supporting ideas developed
w/specific examples and/or details
 Contains information that addresses
reader concerns and perspectives
 Appropriate response to assigned
genre
 GENERALLY consistent focus on
topic/purpose
 Developed idea that addresses task
 MOST supporting ideas/elaboration
relevant to topic and genre
 Supporting ideas are developed with
SOME examples and/or details
(some parts are well developed and
others are only partially developed)
 Contains SUFFICIENT information to
address topic and SOME reader
concerns / perspectives
 GENERALLY appropriate response to
genre
 Overall organizational strategy
or structure appropriate to
writer’s ideas/purpose.
 Logical sequencing of ideas
across parts of the paper
 Introduction sets stage and
conclusion ends w/o repetition
 Logical grouping of ideas w/in
paragraphs
 Varied transitions link paper and
ideas w/in paragraphs
 Carefully crafted phrases and
sentences create SUSTAINED
tone/advance writer’s purpose
 Appropriate varied, precise, and
engaging language
 Word choice reflects denotative
& connotative language meaning
 Figurative/technical language
may be used for rhetorical effect
 SUSTAINED attention to
audience
 SUSTAINED evocative and
authoritative voice throughout
 EXTENSIVE variety of sentence
lengths, structures, and
beginnings
 VARIETY of genre-appropriate
strategies that engage
 Language/tone consistent with
purpose/appropriate genre
 Word choice is precise/engaging
 Attention to audience in
introduction/body/conclusion
 CONSISTENT/DISTINCTIVE
voice
 Varied sentence structure/length
 SOME genre-appropriate
strategies that engage
X1
 Organizational strategy is
GENERALLY appropriate to
ideas/purpose of genre
 GENERALLY clear sequence of
ideas
 Introduction is clear and
conclusion provides closure
 Related ideas GENERALLY
grouped in paragraphs
 Transitions link parts of the
paper
 Language/tone are GENERALLY
consistent with purpose/genre
 Word choice is GENERALLY
engaging w/ occasional lapses
into simple/ordinary language
 Awareness of audience may be
LIMITED to introduction and/or
conclusion
 Voice is CLEAR and
APPROPRIATE
 SOME variation in sentence
length/structure
 May include SOME genre
appropriate strategies
 Sentences are GENERALLY
correct w/correct end punct.
 SOME errors in compound, and
complex sentences, and
OCCASIONAL fragment/runon/awkward sentences
 FEW errors w/simple sentences
 GENERALLY correct usage/may
contain SOME errors in:
subject-verb and pronounantecedent agreement, word
forms, verb tense, and
homonyms
 GENERALLY correct
mechanics/FEW errors
 LIMITED focus on topic and purpose
 MINIMALLY developed controlling
idea - addresses SOME aspect of
task
 VAGUE, GENERAL, and/or
UNDEVELOPED supporting ideas
 LACKS sufficient information
(brevity, or repetition) to provide
completeness and address readers
 Some points/details may be
IRRELEVENT or INAPPROPRIATE for
the topic, audience, genre
 Does NOT demonstrate genre
awareness
 LACK of focus on topic and purpose
 LACK of controlling idea
 ABSENCE of supporting ideas (or
unclear ideas)
 Development is lacking (BREVITY or
REPETITION)
 LACKS a sense of completeness
 Majority of details are IRRELEVENT
 INAPPROPRIATE response to genre
 INSUFFICIENT writing (brevity or
copying prompt) to determine
competence
 Organizational strategy is
FORMULAIC and/or
INAPPROPRIATE to genre
 MINIMAL evidence of
sequencing
 LACKS/includes INEFFECTIVE
introduction/conclusion
 Ideas w/in paragraphs not
arranged in meaningful order
 LIMITED use of transitions
(formulaic, ineffective, or
overused)
 Competence limited by BREVITY
 UNEVEN language/tone
(appropriate in some parts, but
flat throughout most)
 Word choice is
simple/ordinary/repetitive
 LIMITED awareness of audience
 Minimal/inconsistent/indistinct
voice
 LITTLE variation in sentence
length/structure
 Competence limited by BREVITY
 Simple sentences formed
correctly, but other sentences
may be incomplete/overloaded
 AWKWARD sentence structure
and/or missing or INCORRECT
end punctuation
 May have FREQUENT errors in
usage/mechanics
 SOME errors may INTERFERE
w/meaning
 Competence limited by
BREVITY
 NO evidence of organizing
strategy
 UNCLEAR sequence of ideas
 LACKS introduction and/or
conclusion
 UNRELATED ideas in paragraphs
 LACK of/inappropriate
transitions
 INSUFFICIENT writing to
determine organization
competence (brevity, copying
prompt)
 Language/tone are
flat/inappropriate to task/reader
 Word choice is inaccurate,
imprecise, or confusing
 LITTLE/NO attention to audience
 Voice is not apparent
 INSUFFICIENT student writing
(brevity or copying prompt) to
determine style competence
 FREQUENT fragments, run-ons,
and incorrect sentences
 End punctuation
INCORRECT/LACKING
 May contain frequent and
severe errors in both
usage/mechanics
 Errors may INTERFERE, or
OBSCURE meaning
 INSUFFICIENT writing
(brevity/copying prompt) to
determine conventions
 CORRECT
simple/compound/complex
sentences with
 Correct end punctuation and
few errors
 CORRECT usage w/few errors
 CORRECT mechanics w/few
errors
 Errors are generally MINOR or
don’t interfere w/meaning
25=100 24=95 23=92 22=8 21=8 20=85 19=83 18=81 17=7 16=78 15=77 14=76 13=75 12=73 11=71 10=69 9=68 8=66 7=65 6=64 5=60