GED (for ESL): Writing Rubric: Essays
Exceptional
Purpose
Unity
Coherence
Details
Grammar/Vocabulary
Format
Competent
Developing
Beginning
(4) Thesis statement has
specific main & controlling
ideas. Concluding statement
is similar to thesis statement.
Topic sentences (of body
paragraphs) have specific
main & controlling ideas.
(3) Thesis statement has
main & controlling ideas.
Concluding statement is
similar to thesis statement.
Topic sentences (of body
paragraphs) have main &
controlling ideas.
(2) Thesis statement may be
missing controlling idea/main
idea may be too general.
Concluding statement may be
missing or incomplete. Topic
sentences (of body paragraphs)
may be missing controlling ideas.
(1) Thesis &/or concluding
statements are missing. Topic
sentences are missing.
(4) All support paragraphs
exactly focus on the thesis
statement. All support
sentences in body paragraphs
focus on the topic sentence.
(3) All support paragraphs
focus on the thesis
statement. All support
sentences in body
paragraphs focus on the
topic sentence.
(2) Support paragraphs may not
focus on the thesis statement.
Some support sentences in body
paragraphs do not focus on the
topic sentence.
(1) Support paragraphs do not
match thesis statement &/or
support sentences in body
paragraphs do not focus on the
topic sentence.
(4) A variety of connectors
are used appropriately
(between paragraphs &
within paragraphs).
(3) Connectors are used
appropriately (between
paragraphs & within
paragraphs).
(2) Some connectors are used, but
more are needed (between
paragraphs &/or within
paragraphs).
(1) Connectors are missing.
(4) A variety of details are
given: explanation,
examples, etc. There are 3 or
more body paragraphs (8 or
more sentences each).
(3) Enough details are given.
There are 2 body paragraphs
(6 or more sentences each).
(2) More details are needed.
There are 2 body paragraphs, but
they are short (under 6 sentences).
(1) Not enough details are
given—paragraph is too short.
There is only 1 body paragraph
& it may be short (under 6
sentences).
(4) Grammar (verb tense,
subject/verb agreement,
articles, word order, etc.),
complex sentences &
vocabulary are used
appropriately & correctly
(3) Grammar (verb tense,
subject/verb agreement,
articles, word order, etc.),
complex sentences &
vocabulary are generally
used appropriately &
correctly.
(2) Grammar (verb tense,
subject/verb agreement, articles,
word order, etc.), complex
sentences & vocabulary are
awkward, but overall meaning is
understood.
(1) Use of grammar &
vocabulary is awkward;
overall meaning can not be
understood.
(2) Only paragraphs are indented
Typed papers: double-spaced & 1-inch margins are used
Handwritten papers: red-lined margins are used & writing
begins on the first line of the front side
(0) All or some of the following occur:
Paragraphs are not indented: sentences are indented
Typed Papers: single-spaced; extra spacing; margins are
bigger/smaller than 1 inch
Handwritten papers: red-lined margins are not used; writing begins
on the back or bottom of the paper