Writing Rubric
Expectation: Demonstrate effective communication skills utilizing writing and/or
speaking.
Achievement Level Students will
Exemplary
 organize and fully develop essay with effective use of
transitions
 reflect with focused, purposeful, and clear insight and
ideas; keen awareness of audience when appropriate;
thoughtful topic sentences evident
 display understanding with clear, concrete language and indepth analysis; recognize and explain opposing viewpoints
to strengthen own position
 support specific and developed details and evidence;
superior and accurate and effective use of quotations;
appropriate citation of sources with correct format
 demonstrate a nearly error-free mechanical presentation;
evidence of thorough proofreading enhances quality of
communication; presentation format is followed explicitly
Acceptable
 logically organize ideas that are aided by clear transitions
and progression
 focus writing on the topic with a clear thesis; controlling
statement is evident; some awareness of audience is
evident when appropriate; most paragraphs include
relevant ideas in evident topic sentences
 Demonstrate a basic understanding of material; adequate
analysis; acknowledgment of opposing viewpoints
 support ideas and/or evidence, but lacks specificity;
adequate attempt to use quotations; reasonable citations of
sources with few errors in format
 demonstrate some to few errors in grammar, punctuation
and spelling; evidence of proofreading enhances quality of
communication; presentation format is followed
Limited
 include a brief skeleton (introduction, body, conclusion)
but lacks transitions & fluidity; contains a few digressions
or shifts that may interfere with overall meaning
 not readily make a clear/evident position or thesis; some
semblance of a controlling statement; little awareness of
audience; essay includes few loosely related ideas in
attempted topic sentences
 indicate a limited or basic understanding of material by use
of vague, unclear language; misleading or inconclusive
analysis
 use few supporting ideas and/or evidence but often copied
verbatim; little use of quotations; vague attempt to cite
sources, but improper format
 demonstrate several errors in grammar, punctuation and
Deficient
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spelling; little to some evidence of proofreading; varied
adherence to format guidelines
demonstrate a lack of logical progression of ideas; includes
frequent digressions; demonstrates little or no reflection
vaguely addresses topic but position or thesis is unclear; no
awareness of audience exhibited; no controlling statement;
no topic sentences
communicate an apparent misunderstanding of material
use few to no solid supporting ideas and/or evidence; no
use of quotations; no citation of sources
demonstrate frequent errors in spelling, grammar, and
punctuation; no evidence of proofreading; format
guidelines not followed