WWW Practice Rubrics
Directions: Below are 3 rubrics, one rubric for each Sample Essay. Working in pairs, read each sample essay. After you read, review the essay
one more time, and highlight the descriptions in the rubric you think most accurately reflects each trait found in the sample. In the final box of
the rubric, explain why chosen certain descriptions for each trait.
Sample #1 Rubric
Trait
Ideas
Organization
Trait
5
A. The essay has a thesis clearly explaining
the group dynamics during WWW.
B. Supporting information uses explanation
that analyzes appropriate WWW
experiences using correct Group Dynamic
concepts.
A. Intro uses a hook and relevant background
information that interests and informs the
reader.
B. Unity: The body contains support that
clearly relates and supports the thesis.
C. Coherency
 Transitions glue ideas together.
 It is easy to understand how on
explanation leads to the next.
D. Conclusion makes reader feel finished by
reviewing and extending ideas.
5
3
1
A. The thesis is present, but needs to
A. The thesis is either not present or
include more emphasis on the Group
does not focus on analyzing the
Dynamics in relation to the WWW
group concepts using the WWW
experience.
experience.
B. Support summarizes essential WWW B. Support lacks sufficient
experience, but at times could be
summary/examples and contains
more descriptive. At times the
little limited Group Dynamics
Group Dynamics analysis is not
Analysis.
quite clear or is under-developed.
A. Intro needs a more creative hook or
more background information.
B. Unity: Body and conclusion
paragraphs usually help support the
thesis.
C. Coherency:
 Transitions are at times a bit
confusing.
 A few times the reader becomes
confused about the relationship
between elements of support.
D. Conclusion is present, but needs to
review and extend ideas more.
3
A. The introduction is missing
and/or fails to introduce the
reader to the topic.
B. Unity: Ideas in the body and
conclusion often do not relate to
the thesis.
C. Coherency: Very little
coherency between relevant
ideas
D. No conclusion—many questions
left unanswered.
1
Word Choice
Sentence Fluency
Voice
A. New vocabulary words are used correctly
and abundantly.
B. Adjective and Adverbs help the mind
create mental pictures.
C. Verbs are descriptive and active.
A. New vocabulary words are attempted
and usually used correctly.
B. Descriptive words are present at
times and sometimes help create
mental images.
C. At times, verbs could provide more
vivid.
A. Sentences begin in different ways.
A. Sentence beginnings are repetitive at
B. Some sentences are short and some are
times
long
B. Most sentences are simple and
C. It sounds good when read aloud—it flows.
compound—some complex
sentences appear.
C. At times it his difficult to follow
when read aloud
A. Few new words are used and if
used usually incorrect.
B. Very few descriptive techniques
are used or even attempted.
C. Very little verb variety.
A. The writing consistently remains in the
A. At times, the author uses 1st or 2nd
third person throughout the essay.
person references.
B. Writer consistently and thoroughly
B. Writing sounds like it is just enough
remains objective. Reader feels the author
to meet the requirements of
truly analyzed the groups as a subject of
assignment.
study.
C. Some in the school community may
C. Audience is obviously the school
not find content relevant or
community.
interesting.
A. 1st or 2nd person references are
repeatedly used throughout the
article.
B. Writing displays very little effort
to remain objective and study the
group as a serious subject of
study.
C. Writing contains no material that
would interest or attempt to
interest peers.
A. Many spelling and capital
mistakes.
B. Paragraphs are not indented.
C. Topic sentences are difficult to
identify. The support is usually
not unified or coherent.
D. There are frequent sentence
mistakes.
A. All spelling and capitals are correct.
B. All paragraphs are indented.
C. All paragraphs contain clear topic
sentences with a guiding statement. The
support is unified and coherent.
D. Contains no sentence fragments, run-ons,
or comma-splices.
A. Sentence beginnings are often
repetitive.
B. Too many simple sentences are
used.
C. Listeners are confused after
listening to the reading.
A. Spelling and capitals are all correct.
B. Most paragraphs are indented.
C. Topic sentences are fairly easy to
understand, but the purpose of the
paragraph is not quite clear. At
Conventions
times the support needs to be more
unified and coherent.
D. Sentence mistakes are present, but
are not common.
Description Explantations
This example was easiest to read in all examples. Because it was written by easy vocabulary and the expression and story telling was very simple
and easier than other one. Moreover, this example does not have any mistake about spelling.
Sample #2 Rubric
Trait
Ideas
Organization
5
A. The essay has a thesis clearly explaining
the group dynamics during WWW.
B. Supporting information uses explanation
that analyzes appropriate WWW
experiences using correct Group Dynamic
concepts.
A. Intro uses a hook and relevant background
information that interests and informs the
reader.
B. Unity: The body contains support that
clearly relates and supports the thesis.
C. Coherency
 Transitions glue ideas together.
 It is easy to understand how on
explanation leads to the next.
D. Conclusion makes reader feel finished by
reviewing and extending ideas.
3
1
A. The thesis is present, but needs to
A. The thesis is either not present or
include more emphasis on the Group
does not focus on analyzing the
Dynamics in relation to the WWW
group concepts using the WWW
experience.
experience.
B. Support summarizes essential WWW B. Support lacks sufficient
experience, but at times could be
summary/examples and contains
more descriptive. At times the
little limited Group Dynamics
Group Dynamics analysis is not
Analysis.
quite clear or is under-developed.
A. Intro needs a more creative hook or
more background information.
B. Unity: Body and conclusion
paragraphs usually help support the
thesis.
C. Coherency:
 Transitions are at times a bit
confusing.
 A few times the reader
becomes confused about the
relationship between
elements of support.
D. Conclusion is present, but needs to
review and extend ideas more.
A. The introduction is missing
and/or fails to introduce the
reader to the topic.
B. Unity: Ideas in the body and
conclusion often do not relate to
the thesis.
C. Coherency: Very little
coherency between relevant
ideas
D. No conclusion—many questions
left unanswered.
Trait
Word Choice
Sentence Fluency
Voice
Conventions
5
3
A. New vocabulary words are used correctly
and abundantly.
B. Adjective and Adverbs help the mind
create mental pictures.
C. Verbs are descriptive and active.
1
A. New vocabulary words are attempted
and usually used correctly.
B. Descriptive words are present at
times and sometimes help create
mental images.
C. At times, verbs could provide more
vivid.
A. Sentences begin in different ways.
A. Sentence beginnings are repetitive at
B. Some sentences are short and some are
times
long
B. Most sentences are simple and
C. It sounds good when read aloud—it flows.
compound—some complex
sentences appear.
C. At times it his difficult to follow
when read aloud
A. Few new words are used and if
used usually incorrect.
B. Very few descriptive techniques
are used or even attempted.
C. Very little verb variety.
A. The writing consistently remains in the
A. At times, the author uses 1st or 2nd
third person throughout the essay.
person references.
B. Writer consistently and thoroughly
B. Writing sounds like it is just enough
remains objective. Reader feels the author
to meet the requirements of
truly analyzed the groups as a subject of
assignment.
study.
C. Some in the school community may
C. Audience is obviously the school
not find content relevant or
community.
interesting.
A. 1st or 2nd person references are
repeatedly used throughout the
article.
B. Writing displays very little effort
to remain objective and study the
group as a serious subject of
study.
C. Writing contains no material that
would interest or attempt to
interest peers.
A. Many spelling and capital
mistakes.
B. Paragraphs are not indented.
C. Topic sentences are difficult to
identify. The support is usually
not unified or coherent.
D. There are frequent sentence
mistakes.
A. All spelling and capitals are correct.
B. All paragraphs are indented.
C. All paragraphs contain clear topic
sentences with a guiding statement. The
support is unified and coherent.
D. Contains no sentence fragments, run-ons,
or comma-splices.
A. Spelling and capitals are all correct.
B. Most paragraphs are indented.
C. Topic sentences are fairly easy to
understand, but the purpose of the
paragraph is not quite clear. At
times the support needs to be more
unified and coherent.
D. Sentence mistakes are present, but
are not common.
Description Explanations
A. Sentence beginnings are often
repetitive.
B. Too many simple sentences are
used.
C. Listeners are confused after
listening to the reading.
Not many, but I found some mistake of spelling or grammar from this example. This example was written like really essay. Because it was separated by
paragraph and writer told to reader about their memory in this example.
Sample #3 Rubric
Trait
Ideas
Organization
5
A. The essay has a thesis clearly explaining
the group dynamics during WWW.
B. Supporting information uses explanation
that analyzes appropriate WWW
experiences using correct Group Dynamic
concepts.
A. Intro uses a hook and relevant background
information that interests and informs the
reader.
B. Unity: The body contains support that
clearly relates and supports the thesis.
C. Coherency
 Transitions glue ideas together.
 It is easy to understand how on
explanation leads to the next.
D. Conclusion makes reader feel finished by
reviewing and extending ideas.
Trait
5
Word Choice
A. New vocabulary words are used correctly
3
1
A. The thesis is present, but needs to
A. The thesis is either not present or
include more emphasis on the Group
does not focus on analyzing the
Dynamics in relation to the WWW
group concepts using the WWW
experience.
experience.
B. Support summarizes essential WWW B. Support lacks sufficient
experience, but at times could be
summary/examples and contains
more descriptive. At times the
little limited Group Dynamics
Group Dynamics analysis is not
Analysis.
quite clear or is under-developed.
A. Intro needs a more creative hook or
more background information.
B. Unity: Body and conclusion
paragraphs usually help support the
thesis.
C. Coherency:
 Transitions are at times a bit
confusing.
 A few times the reader becomes
confused about the relationship
between elements of support.
D. Conclusion is present, but needs to
review and extend ideas more.
3
A. The introduction is missing
and/or fails to introduce the
reader to the topic.
B. Unity: Ideas in the body and
conclusion often do not relate to
the thesis.
C. Coherency: Very little
coherency between relevant
ideas
D. No conclusion—many questions
left unanswered.
1
A. New vocabulary words are attempted A. Few new words are used and if
and abundantly.
B. Adjective and Adverbs help the mind
create mental pictures.
C. Verbs are descriptive and active.
B.
C.
Sentence Fluency
A. Sentences begin in different ways.
A.
B. Some sentences are short and some are
long
B.
C. It sounds good when read aloud—it flows.
C.
Voice
Conventions
and usually used correctly.
Descriptive words are present at
times and sometimes help create
mental images.
At times, verbs could provide more
vivid.
Sentence beginnings are repetitive at
times
Most sentences are simple and
compound—some complex
sentences appear.
At times it his difficult to follow
when read aloud
A. The writing consistently remains in the
A. At times, the author uses 1st or 2nd
third person throughout the essay.
person references.
B. Writer consistently and thoroughly
B. Writing sounds like it is just enough
remains objective. Reader feels the author
to meet the requirements of
truly analyzed the groups as a subject of
assignment.
study.
C. Some in the school community may
C. Audience is obviously the school
not find content relevant or
community.
interesting.
A. All spelling and capitals are correct.
B. All paragraphs are indented.
C. All paragraphs contain clear topic
sentences with a guiding statement. The
support is unified and coherent.
D. Contains no sentence fragments, run-ons,
or comma-splices.
A. Spelling and capitals are all correct.
B. Most paragraphs are indented.
C. Topic sentences are fairly easy to
understand, but the purpose of the
paragraph is not quite clear. At
times the support needs to be more
unified and coherent.
D. Sentence mistakes are present, but
are not common.
Description Explanations
used usually incorrect.
B. Very few descriptive techniques
are used or even attempted.
C. Very little verb variety.
A. Sentence beginnings are often
repetitive.
B. Too many simple sentences are
used.
C. Listeners are confused after
listening to the reading.
A. 1st or 2nd person references are
repeatedly used throughout the
article.
B. Writing displays very little effort
to remain objective and study the
group as a serious subject of
study.
C. Writing contains no material that
would interest or attempt to
interest peers.
A. Many spelling and capital
mistakes.
B. Paragraphs are not indented.
C. Topic sentences are difficult to
identify. The support is usually
not unified or coherent.
D. There are frequent sentence
mistakes.