Writing Rubrics
The following pages reproduce various writing rubrics
that can apply to varying writing assignments in
different disciplines. These rubrics can be adapted as
you wish. For additional assistance, contact
thomas.butler@pvmail.maricopa.edu
PVCC 2004 Summer Assessment Institute Writing Rubrics
Writing Assessment for an essay or paragraph
(Student can evaluate self first with this format)
Writer: _____________________________ date:__________
2 = Meets standards for competence
1= Needs improvement
0 = Does not meet minimum standards
Student/Instructor
_____/_____ Thesis: Main idea is clearly presented.
_____/_____ Supporting Details: Main idea is fully developed with appropriate support
(facts, examples, analysis, etc).
_____/_____ Focus: Paper contains a single focus/major point of discussion and does not
wander or give unnecessary or extraneous details.
_____ /______ Coherence: Logical progression of ideas using transitions and key words.
_____ /______ Mechanics: Correct use of spelling, grammar, punctuation, capitalization,
word choice, and sentence structure.
_____ /______ Style: Awareness of audience, appropriate language, originality of ideas.
Comments:
PVCC 2004 Summer Assessment Institute Writing Rubrics
Writing Assessment for a research paper
Writer: _______________________________
Total Points Possible: _____
2 = Meets standards for competence
1= Needs improvement
0 = Does not meet minimum standards
_____ Thesis: Presents main idea of the paper.
_____ Supporting Details: Fully develops main idea with appropriate support (facts,
examples, analysis, etc).
_____ Unity: Paper contains a single focus/major point of discussion and does not wander or
give extraneous details.
_____ Coherence: Logical progression using transitions and key words repeated through use of
synonyms, pronouns.
_____ Mechanics: Correct use of spelling, grammar, punctuation, capitalization, word choice,
and sentence structure.
_____ Style: Awareness of audience, appropriate language, originality of ideas.
_____ Documentation: Correct parenthetical referencing, Works Cited format.
_____ Source material: appropriate choices of sound references.
Comments:
PVCC 2004 Summer Assessment Institute Writing Rubrics
Rubric for Folk Tale or Legend
(prepared for CFS 140 Folk Tales and Legends)
Component
Beginning
0
No language is used
to indicate that the
tale or legend is
about to begin.
1
There is an opening
statement, but it does
not reflect traditional
folk tale or legend
format.
There is some sense
of story, but the story
does not flow clearly
from beginning to
end.
The characters are
described with detail,
but the traits are not
clearly understood or
do not add to the
understanding of the
story.
There is some sense
of an ending.
Narrative
format
There is no sense of
story.
Characters
with easily
identified
traits
The character(s) are
listed but not
described with
detail.
Ending
No language is used
to indicate that the
tale or legend is
finished.
Moral
There is no
reference to a
lesson or moral in
the tale or legend
There is some
reference to a moral
or lesson, but it is not
easily understood.
Conventional
form
Grammatical and/or
spelling mistakes
interfere with the
ability to
understand the
story
There are some
grammatical and/or
spelling mistakes, but
they do not interfere
with the ability to
understand the story.
2
There is a traditional
beginning which
indicates that this is a
traditional folk tale or
legend.
There is a clear sense
of story with transition
words to facilitate the
understanding of the
listener/reader.
The characters are
described with detail
and the traits are
evident and easily
understood to
represent key parts of
the story.
There is a traditional
ending which leaves
the listener/reader
with a clear
understanding of the
story.
There is a clear moral
or lesson that is easily
understood and can be
restated by the
listener/reader.
The folk tale/legend
has been carefully
edited and is ready for
publication.
© 2004, Lori Collins Walk, Glendale Community College, as part of a learning community with Dr. Diana Abel. This learning
community is funded through the AZ System Ready/Child Ready Early Childhood Professional Project – a collaborative effort
among ASU, Glendale Community College, the Governor’s School Readiness Initiative and community-based early childhood
organizations.
PVCC 2004 Summer Assessment Institute Writing Rubrics
Rubric for Annotated Bibliography
(prepared for CFS 140 Folk Tales and Legends)
Component
Format
0
Gives title or author.
1
Gives author and title, but does
not follow format.
Quality of
annotations
Contains one sentence
about the folk
talk/legend.
Contains one to two sentences
about the folk talk/legend.
Number of
annotations
5 folk talk/legends or
fewer.
5 - 9 folk talk/legends
2
Uses the MLA format to cite the
author, title, and relevant
information.
Contains three to five
sentences about the folk
talk/legend including the
intended audience, the moral,
and an opinion statement.
10 + folk talk/legends
© 2004, Lori Collins Walk, Glendale Community College, as part of a learning community with Dr. Diana Abel. This learning
community is funded through the AZ System Ready/Child Ready Early Childhood Professional Project – a collaborative effort
among ASU, Glendale Community College, the Governor’s School Readiness Initiative and community-based early childhood
organizations.
PVCC 2004 Summer Assessment Institute Writing Rubrics
PVCC 2004 Summer Assessment Institute Writing Rubrics