Writing Rubric for Composition and Conversation Program Evaluation, Fu Jen 2003 – 2004
Freshman – 1
Score _______ (Please use letter grade)
20-18/ A
17-15/ B
Excellent to Good Good to Adequate
I. Organization:
Appropriate title,
Introduction,
effective introductory
Body, and Conclusion paragraph, topic is
Adequate title,
introduction and
conclusion; body of
stated, leads to body;
easy is acceptable
transitional expressions but some evidence
used; arrangement of
may be lacking,
material shows plan
some ideas aren’t
(could be outlined by
fully developed;
reader); supporting
sequence is logical
evidence given for
but transitional
generalizations;
expressions may be
conclusion logical and
absent or misused.
complete.
Comments
(or examples)
II. Logical developmentEssay addresses the
of ideas: Content assigned topic; the
Essay addresses the
issues but misses
ideas are concrete
some points; ideas
and thoroughly
could be more fully
developed; no
developed; some
extraneous material;
extraneous material is
essay reflects thought present
14-12/ C
Adequate to Fair
Mediocre or scant
introduction or
conclusion;
problems with the
order of ideas in
body; the
generalizations may
not be fully
supported by the
evidence given;
problems of
organization
interfere.
11-6/ D and Fail
Unacceptable
5-1/ Below D/ not
college-level work
Shaky or minimally
recognizable
introduction;
organization can
barely be seen;
severe problems with
ordering of ideas;
lack of supporting
evidence; conclusion
weak or illogical;
inadequate effort at
organization.
Absence of
introduction or
conclusion; no
apparent
organization of
body; severe lack
of supporting
evidence; writer
has not made any
effort to organize
the composition
(could not be
outlined by
reader).
Development of ideas Ideas incomplete;
not complete or essay essay does not reflect
is somewhat off the
careful thinking or was
topic; paragraphs aren’t hurriedly written;
divided exactly right
inadequate effort in
area of content
Essay is completely
inadequate and does
not reflect
college-level work;
no apparent effort to
consider the topic
carefully
Comments
(or examples)
Table 3.4: Analytic Scale for Rating Composition Tasks Testing in Language Programs.
James Dean Brown.
NJ: Prentice Hall Regents, 1984: 39-41.
Composition and Conversation Program Evaluation 2003 English Department Fu Jen
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III. Grammar
Native-like fluency in
English grammar;
correct use of relative
clauses,
prepositions, modals,
articles, verb forms,
and tense
sequencing; no
fragments or run-on
sentences
Advanced proficiency
in English grammar;
some grammar
problems don’t
influence
communication,
although the reader
is aware of them; no
fragments or run-on
sentences
Ideas are getting
through to the reader,
but grammar problems
are apparent and have
a negative effect on
communication;
run-on sentences or
fragments present
Numerous serious
grammar problems
interfere with
communication of the
writer’s ideas;
grammar review of
some areas clearly
needed; difficult to
read sentences.
Severe grammar
problems interfere
greatly with the
message; reader
can’t understand
what the writer was
trying to say;
unintelligible
sentence structure
Serious problems with
format of paper; parts
errors; spelling problemsof essay not legible;
distract reader;
errors in
punctuation errors
sentence-final
interfere with ideas
punctuation;
unacceptable to
educated readers
Complete disregard
for English writing
conventions; paper
illegible; obvious
capitals missing, no
margins, severe
spelling problems
Comments
(or examples)
Uses general writing
IV. Punctuation,
Correct use of English Some problems with
spelling, and mechanicswriting
c
conventions:
writing conventions or conventions but has
left and right margins,
all needed capitals,
paragraphs indented,
punctuation and
spelling; very neat
punctuation;
occasional spelling
errors; left margin
correct; paper is neat
and legible
Comments
(or examples)
V. Style and
Precise vocabulary
Attempts variety;
quality of expression usage; use of parallel good vocabulary; not
structures; concise;
register good
wordy; register OK;
style fairy concise
Some vocabulary
misused; lacks
awareness of register;
may be too wordy
Poor expression of
ideas; problems in
vocabulary; lacks
variety of structure
Inappropriate use of
vocabulary; no
concept of register or
sentence variety
General Comments
Original source: Brown. J. P., & K. M. Bailey. (1984)
A categorical instrument for scoring Second Language Writing Skills. Language Learning, 34, 21-42.
Composition and Conversation Program Evaluation 2003 English Department Fu Jen
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