COLLEGE Entrance-Aligned Why the Vote? Contest Writing Rubric
Category
Focus, clarity
of thesis and
logic
6 EXCEEDS
5 MEETS for
Passing HS English with an A
ENGLISH 101
Passing with a B or better in HS
English
Essay shows a clear
understanding of the
task. Development of
ideas is logical.
Organization Clear beginning, thesis
and
statement,
Development development ideas and
conclusion according to
the chosen
organizational structure:
i.e.
Proposition/support,
comparison/contrast,
cause and effect.
Parallel structure is
consistent in the
development of ideas as
they are ordered in the
introduction.
Essay shows a clear
understanding and
response to the writing
assignment.
Development of ideas is
logical and in sequence.
Concluding paragraph is
clearly related to ideas
developed through the
essay.
Thesis is developed in 10
or more paragraphs.
90 % of major points
presented are clearly
developed in paragraphs
with specific definitions,
examples or reasons.
Organization of the paper
fits the requirement of
the assignment. Parallel
structure is maintained
throughout.
Youth Connection Charter School
4 NECESSARY for
HS graduation
3 BARELY
ACCEPTABLE
Passing high school
English with a C or
better?
Acceptable for English
100
Passing with a high school
English with a D
Intervention required
2 Does Not Meet
1 DNM
Does not pass HS
English
Tutoring required
Does not
Pass HS English
Attendance to
tutoring sessions
required
Writing addresses
assignment and
ideas are developed
with supports.
Conclusions are
drawn that relate to
the thesis presented
at the beginning.
1
Introductory
paragraph is
developed with 5 or
more supporting
paragraphs and one
concluding
paragraph.
Parallel structure is
maintained
throughout the
development of the
essay.
Introduction is clear
but underdeveloped
and conclusions are
not linked to the
introductory
paragraph or thesis
statement. Supporting
paragraphs do not
always follow the
order of ideas
presented in the
introduction.
No clear
introduction,
idea
development or
conclusion. No
parallel structure
of ideas although
at least two ideas
are given to
support the
thesis. Student
may begin to
veer off track
from the writing
assignment.
No clear
introduction or
ideas to support
the ideas
presented in the
writing.
COLLEGE Entrance-Aligned Why the Vote? Contest Writing Rubric
Support of
Ideas
Sentence
Structure
Vocabulary
Selection
and Use
Essay examines
different perspectives,
evaluates the issue and
provides specific
supports for all ideas
introduced. Essay
consists of at least 10
well developed
paragraphs.
Six sources are cited.
Sentences types are
varied and clear. Basic
control of language
and sentence structure
is evident in all
paragraphs. Writes
clear concise
sentences.
Uses specific
vocabulary related to
the topic. Also varies
use of descriptive
vocabulary.
Introduction,
development of ideas and
conclusion are developed.
Paragraphs are developed
and main idea of each
paragraph is evident.
Point by point order and
structure is maintained
throughout the whole
essay. OR Parallel
structure is consistent in
the development and
order of ideas presented
in the introduction.
Four sources are cited.
Basic control of language
and sentence structure is
evident in at least four of
the paragraphs.
Uses a variety of sentence
structures in properly
punctuated, complete
sentences. (YCCS)
Uses specific vocabulary
related to the topic 90%
of the time. Knows how
to use figurative language
and idioms correctly. Key
terms related to the topic
are explained. Writer’s
voice matches the purpose
of the writing.
Youth Connection Charter School
85 % major points presented
are clearly developed
paragraphs with specific
definitions, examples or
reasons. Thesis is developed
in at least 5 focused
70-74%
Most ideas are
supported.
Comparisons
made are
supported less
paragraphs that use
than 70% of the
transitions.(YCCS)Comparisons time. Some details
made are consistently
are not logical.
supported.
Two sources are cited.
Clear expression with less
than 3 errors in basic
sentence structure. Uses a
variety of sentence structures in
properly punctuated, complete
sentences.(YCCS)
Word choice enhances
specificity. Writer’s voice
matches the purpose of the
writing or Selection of
vocabulary is appropriate to
the audience and purpose of
the essay
Uses only one or
two types of
sentence structure
but complete
sentences are
evident.
Vocabulary fits the
task but it is
simple.
Very few ideas
are developed
through specific
examples.
Details do not fit
the examples or
intent of the
writing
assignment.
Ideas are not
developed.
Details are not
evident.
Response is off
task and not
related to the
requirements of
the writing
assignment.
No varieties of
sentence
structure but
complete
sentences are
evident.
Ability to write
complete
sentences is not
evident.
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COLLEGE Entrance-Aligned Why the Vote? Contest Writing Rubric
Writing
conventions
Assignment
Response
There are less than 2
errors in grammar,
spelling and
punctuation.
Written response
addresses the specific
writing task through
interpreting meaning
from multiple texts.
Specific ideas in the
curriculum text
documents are cited in
the development of the
response. Connections
to other texts outside of
the curriculum
documents and other
ideas are used to
strengthen response.
Use of both simple and
complex inference to
name, extrapolate
meaning, understand
motivation, analyze,
synthesize, and evaluate in
college level texts.(YCCS)
Editing
Clear evidence of
There are less than 3 errors
in grammar, spelling and
punctuation. There are no
errors in subject-verb
agreement.
There is evidence of
editing.
Specific writing task
requested in the
assignment is completed.
Specific, relevant, accurate
information from the
reading passages are used
to support ideas in the
written response.
Inferences drawn from the
text are clear. Connections
are made between
information in the text and
other historical
occurrences.
Application of word analysis
and vocabulary skills to
comprehend late high school
level reading selections is
evident in the response.
(YCCS) Use of both simple and
complex inference to name,
extrapolate meaning,
understand motivation,
analyze, synthesize, and
evaluate in late high school
level texts.(YCCS)
Youth Connection Charter School
There are less than 4
errors in grammar,
spelling and
punctuation. There
are no errors in
subject/verb
agreement or in
tense.
Specific writing task
requested in the
assignment is
completed. Writer
can distinguish
between literal and
inferential
information. Make
connections to ideas
from the student’s
own world.
Application of word
analysis and vocabulary
skills to comprehend
late high school level
reading selections is
evident in the
response.(YCCS)
There are less than
5 errors in
grammar, spelling
and punctuation (Do
you want to say how many
of each type of error?? i.e.
Allow more in
punctuation??)
Errors distract
the reader from
gaining meaning.
Frequent
grammar errors
in each
paragraph.
More than 3
errors s each in
grammar, spelling
and punctuation
distract the reader
from gaining
meaning.
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COLLEGE Entrance-Aligned Why the Vote? Contest Writing Rubric
Youth Connection Charter School
planning, prewriting
organizing, editing and
revising.
Integrated
Score
Definitions:
Focus, clarity of thesis, logic- Purpose of the essay is evident and answers the requirements of the assigned writing assignment. Subject is well defined in the
opening and the thesis is clearly stated. Logic of arguments is maintained throughout the essay. Writer does not stray from the development of the thesis
statement. (Students will be able to distinguish between subject and thesis statement)
Organization and Development– All main points are developed with supporting details that are presented in a logical sequence or order. Paragraphing fits the
shifts in main ideas to be developed. The organizational structure selected meets the purpose and development of ideas i.e. Comparison/ contrast, cause and
effect, proposition /support.
Support of Ideas – Ideas are developed through explanation and supported by specific reasons, details, and examples
Sentence Structure – Simple and complex sentences are used to develop ideas. Combine the use of different sentence types to develop ideas.
Vocabulary – Selection of vocabulary is specific to the development of ideas and supporting details. Vocabulary is varied to fit the purpose of the assignment.
Specific words are selected and used to develop the thesis of the essay. Vocabulary selection indicates and understanding of how words are used in the reading
passages. Vocabulary is selected from the reading passages when writing a response to reading.
Writing conventions – Grammar, spelling and punctuation rules are followed for written business English.
Written Response to Assignment
When given a writing assignment, the written response addresses the task/question presented in the assignment. Ideas are developed using support from the
text and from making connections between the text and other examples. Students make effective use of the vocabulary in the reading passage and in the
assignment. (See NAEP Rubric)
Editing - Use and edit for appropriate writing conventions, including capitalization; plurals, possessives and contractions, subject/verb and pronoun/antecedent
agreement, and comma use.
Integrated Score - A score based upon the consideration of the writing as a whole after reviewing all specific categories in an analytic rubric.
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