MIDLAND ISD: ELA Secondary Content Area Rubric
1 Point
Organization
&
Progression
2 Point
3 Point
● organization appropriate to purpose
● responsive to specific demands of
4 Point
● organization inappropriate/absent
● some organization evident but not
to purpose
● not responsive to the specific
demands of the prompt
● missing/ unclear/ illogical thesis
statement
● irrelevant information fails to
maintain a focus on topic
● progression of ideas is weak and
seriously disrupts the flow of essay
● lack of transitions causes random or
illogical presentation of ideas
always appropriate
● not always responsive to the specific
demands of the prompt
● weak/ unclear thesis statement
● irrelevant information interferes
with focus on topic
● progression of ideas not always
logical or controlled
● weak transitions fail to show
relationship among ideas
Development
of Content
Ideas
● development of ideas/topic is weak
● development of ideas/topic is
● development of ideas/topic is sufficient
● development of ideas/topic is effective
with inappropriate or insufficient
details
● details/ideas are weakly linked to
prompt leading to a vague or confused
response
● demonstrates lack of knowledge of
the content
● lack of resources
minimal with brief or partial details
● details/ideas are not always
appropriate reflecting little or no
thoughtfulness
● demonstrates limited knowledge of
the content
● limited or inappropriate use of
sources
through specific and appropriate details
● details/ideas connect in a sufficient way
that reflects thoughtfulness
● demonstrates adequate knowledge of
the content
● uses credible sources
through specific and well-chosen details
● details/ideas connect in an interesting and
effective way through writer’s experiences or
world-view
● demonstrates thorough depth of knowledge
of the content
● uses credible sources that enhances the
response
Use of
Language
Conventions
● lack of academic vocabulary
● limited academic vocabulary may
● academic vocabulary contributes to the
● academic vocabulary strongly contributes to
impedes the quality and clarity of the
essay
● sentences are simplistic, awkward or
uncontrolled significantly limiting the
effectiveness of the essay
● little or no command of spelling,
capitalization, punctuation, grammar,
and usage conventions
● serious and persistent errors create
disruptions in the fluency of the essay
not contribute to the quality and
clarity of the essay
● sentences are awkward or
somewhat controlled weakening the
effectiveness of the essay
● partial command of spelling,
capitalization, punctuation, grammar,
and usage conventions
● some distracting errors may be
evident that create minor disruptions
in the fluency of the essay
quality and clarity of the essay
● sentences are varied and adequately
controlled contributing to the
effectiveness of the essay
● adequate command of spelling,
capitalization, punctuation, grammar, and
usage conventions
● some errors may be evident that create
few if any disruptions but do not distract
from the clarity of the essay
the quality and clarity of the essay
● sentences are purposeful, varied and wellcontrolled enhancing the effectiveness of the
essay
● consistent command of spelling, capitalization,
punctuation, grammar, and usage conventions
● minor errors may be evident but do not
distract from the clarity of the essay
prompt
● clear thesis statement
● most ideas focused on topic
● progression of ideas are generally logical
and controlled; may not always be unified
● meaningful transitions sufficiently show
the relationship among ideas
● organization clearly appropriate to purpose
● responsive to specific demands of prompt
● clear thesis statement
● progression of ideas are logical , well
controlled, and strongly focused on topic
● meaningful transitions clearly show the
relationship among ideas
My Score
Teacher Score
Organization & Progression
Development of Ideas
Use of Language Conventions
Total Rubric Score
Grade Conversion Table
Total
Rubric
Score
Essay
Grade
12
11
10
9
8
7
6
5
4
3
100
94
88
82
76
70
64
58
52
50