< 50
Not Meeting
Criteria
Introduction
Mark:_____
Support
Mark:_____
Conclusion
50 – 68
Working towards
1
2 (0 – 1.5)
69 – 89
Meeting
3 (2 – 4)
91 – 100
Exceeding
4 (4.5- 5)
The introduction is nonexistent,
ineffective, vague, and/or
unrelated to the body of the
composition. There is no thesis
statement.
The introduction identifies the
topic or main idea, but more
explanation is needed. The thesis is
vague and/or weak.
The introduction states the
purpose of the text and
attempts to capture the
reader’s interest. The thesis is
evident.
The introduction effectively
states the purpose of the text.
The thesis is clear and
sophisticated.
All supporting details are limited,
vague, incorrect, irrelevant, and/or
inappropriate to this writing task.
For the most part, the plot is
retold.
Supporting details are appropriate
for this writing task but are too
general.
Most of the ____ supporting
details are precise and engaging
for this writing task. Details
need further development.
All ____ supporting details are
precise, engaging, insightful and
comprehensive; they directly
support the thesis.
The conclusion is indecisive and
unclear. The following aspects
may be missing: restatement of
thesis, summary sentences,
insights gained, and/or an
engaging clincher statement.
The conclusion is too general. The
re-stated thesis and summary
statements are evident; however,
new insights are not clearly
presented. The clincher statement
is weak.
The conclusion is clearly
presented with a well re-stated
thesis, summary statements,
new insights, and clincher
statement.
The conclusion is succinct and
concise. All aspects of writing
show an incisive grasp of the
topic.
Overall, the work is
disorganized.
Topic sentences are missing
and/or unclear.
Transitions are missing.
Organization is unfocused.
Topic sentences are evident but
somewhat unclear.
Transitions are minimal and/or
weak.
Organization generally follows
the outline.
There are adequate topic
sentences.
Transition sentences are used
appropriately.
Organization enhances the end
product.
Topic sentences are strong.
Transitions are very strong.
Little attention is paid to the use
of words or language.
Ideas are unclear, wordy, and
awkward.
There is no awareness of
audience or point of view.
There is evidence of descriptive
language to communicate ideas.
Ideas are not always clear with
some wordiness and/or repetition.
Audience and point of view are
sometimes evident.
The writing shows descriptive,
concise language and
explanatory phrases.
Ideas are clearly
communicated.
Audience and point of view
are more established.
Descriptive, concise language
communicates ideas and paints a
picture for the reader.
Ideas are explained succinctly
and sophisticatedly.
Audience and point of view are
established and maintained.
Frequent errors include:
punctuation,
grammar,
capitalization, and spelling.
Some errors include:
punctuation,
grammar,
capitalization, and spelling.
A few errors exist in:
punctuation,
grammar,
capitalization, and spelling.
If any errors exist, they are a
result of risk-taking:
Frequent sentence structure errors
include:
run-on sentences,
sentence fragments, comma
splices, and awkward
constructions that prevent clarity.
Some sentence structure errors
include:
run-on sentences,
sentence fragments,
comma splices, and awkward
structures.
There are few sentence
structure errors.
There are frequent errors in
mechanics which detract from the
meaning.
There are frequent errors in
mechanics, which sometimes
detract from the meaning.
There are some errors;
however, the errors don’t
detract from the meaning.
Mark:_____
Content
Mark:_____
Content
Mark:_____
Organization
Mark:_____
Word Choice, Style
and Voice
Mark:_____
Mechanics
Mark:_____
Mechanicsspelling, usage,
punctuation,
capitalization,
grammar, and
sentence structure.
Mark:_____
50
50
05
05
Mechanics are effective - any
errors are due to taking risks with
language