Scoring Rubric for Analytical Writing
Score
Score
Point 3
Point 2
Construct
Measured
Score
Point 4
Reading
Comprehension
of Key Ideas
and Details
What:
Student response
shows that reading was
clearly understood
and analyzed.
Written
Expression
Development of
Ideas
Writing
Written
Expression
Organization
Score
Point 0
What:
Student response
shows little
understanding of
the reading.
What:
Student response
shows incorrect or
no understanding
of reading.
How:
Student has chosen
and cited some
evidence to prove
their point but
does not fully
explain or
understand
evidence chosen.
How:
Student chooses to
cite no evidence
from the text or
incorrectly uses
the evidence.
What:
Student response
shows that the
reading was
clearly
understood.
What:
Student response
shows that the
reading was
somewhat
understood.
How:
Student has chosen
and cited strong
evidence to prove
their point and
some inferences
have been made.
How:
Student has chosen
and cited
evidence to prove
their point but has
made minimal
inferences when
explaining that
evidence/ text.
What:
Student response
clearly answers the
prompt and clearly
supports and
develops response
while convincing the
reader.
What:
Student response
clearly answers
the prompt and
clearly supports
and develops
response.
What:
Student response
addresses the
topic but does not
clearly develop
supporting details
and evidence.
What:
Student response
addresses topic
but support is not
clearly developed.
What:
Student response
does not address
topic or is
appropriate.
How:
Response contains
clear, specific details
and evidence from
the text that enhances
the reason for writing
(task) and the
audience in mind.
How:
Response contains
specific details
and evidence from
the text that, for
the most part,
keeps the
audience and task
in mind.
How:
Response contains
some details or
textual support
that keeps the
audience in mind
but may not be
fully explained.
How:
Response contains
minimal details or
textual support
that does not keep
the task in mind
and is not fully
explained.
How:
Response contains
no response and
no attempt is
made to answer
the prompt.
What:
Student response is
clear, has a purpose,
and all details/
evidence fit together
to make the writing
one, clear successful
piece.
What:
Student response is
clear, has a
purpose, and most
of the details/
evidence fit
together to make
the writing mostly
one clear,
successful piece
but logical flow is
needed.
How:
Student response
contains an
introduction and
conclusion and the
information in the
body paragraphs
work together to
form a clear
argument and
logical
progression.
What:
Student response
has a purpose and
contains details
that are grouped
together to make
the response
somewhat clear
and logical.
What:
Student response is
not clear or well
organized and
may spend more
time off topic
than on topic.
What:
Student response is
not clear or well
organized.
How:
Student response
contains no clear
introduction or
conclusion and
supporting details
or body paragraphs
only partially
relate to the
argument. .
How:
There is an overall
lack of
paragraphs,
supporting
evidence, and
introduction/
conclusion.
How:
Student has chosen
and cited the best
evidence to prove their
point and has done so
by making inferences
and coming to their
own conclusions.
Writing
Score
Point 1
How:
Student response
contains a clear
introduction and
conclusion along with
additional
paragraphs that
prove and support
student’s point of
view. It contains a
logical and clearly
purposeful flow of
ideas and supporting
examples.
How:
Student response
contains an
introduction and
conclusion and
body paragraphs
that somewhat
connect to each
other but may go
off topic at times
or is awkwardly
transitioned.
Scoring Rubric for Analytical Writing
Writing
Written
Expression
Clarity of
Language
What:
Student response
shows a non-boring,
purposeful style and
voice without using
informal language.
How:
Response consistently
contains descriptive
words, transitions,
strong vocabulary,
and words and phrases
that clarify how the
student feels about the
topic.
Writing
Knowledge of
Language and
Conventions
What:
Student response
shows a nonboring, purposeful
style or voice
without using
informal
language.
How:
Response contains
descriptive words,
transitions, strong
vocabulary, and
words that show
how the student
feels about the
topic, although it
may not be
consistent
throughout the
work.
What:
Student response
shows a
somewhat boring
style that seems
robotic.
What:
Student response
lacks style and
voice or may
sound too
informal.
What:
Student response
has an
inappropriate style
or complete lack
of voice.
How:
Response contains
some descriptive
words,
transitions, strong
vocabulary, and
words that show
how the student
feels about the
topic, although it
may not be
consistent
throughout the
work or may
hinder the clarity
of the work.
How:
Response contains
limited
descriptive words,
transitions, strong
vocabulary, and
words that show
how the student
feels about the
topic.
How:
Response contains
little to no
descriptive words,
transitions, and/
or strong
vocabulary.
What:
The student response
shows strong
command of the
English language and
has been edited for
mistakes.
What:
The student
response shows
command of the
English language
and editing is
evident.
What:
The student
response shows
inconsistent
command of the
English language
with a pattern of
errors.
What:
The student
response shows
limited command
of the English
language with
multiple errors.
What:
The student
response shows
limited command
of the English
language with
many distracting
errors.
How:
The response contains
little or no errors in
grammar, word
usage, and
mechanics.
How:
The response
contains a few
errors that may
be distracting but
does not hurt the
overall message in
the writing.
How:
The response
contains errors
that are more
frequent, and
those errors can
sometimes hurt
understanding.
How:
The response
contains multiple
mistakes with
grammar and
word usage that
hurts
understanding.
How:
The response
contains a pattern
of errors that
distracts and
prevents
understanding of
the writing.