Ramsey High School English Department Writing Rubric

Ramsey High School English Department Writing Rubric

	PURPOSE	ORGANIZATION	SUPPORTING DETAILS
IN ASSESSING, CONSIDER . . .	the degree to which the writer’s response establishes and maintains a clear purpose/thesis demonstrates an awareness of audience and task attempts compositional risk	the degree to which the writer’s response illustrates unity · transition coherence opening/introduction closing/conclusion	the degree to which the supporting details (examples, facts, anecdotes, direct quotations, metaphors, allusions, and imagery): are appropriate for the writer’s purpose support the main point of the writer’s response
SUPERIOR	establishes and maintains a clear purpose/thesis demonstrates a clear understanding of audience and task exhibits ideals that are developed in depth	organized from beginning to end logical progression of ideas through use of transition fluent, cohesive clear focus	supporting details are effective, vivid, explicit, and/or pertinent
STRONG	establishes a purpose/thesis demonstrates an awareness of audience and task develops ideas, but they may be limited in depth	organized, but may have minor lapses in unity or coherence transition evident clear focus	supporting details are elaborate and appropriate
ADEQUATE	attempts to establish a purpose/thesis demonstrates some awareness of audience and task exhibits rudimentary development of ideas	Inconsistent in unity and/or coherence poor transitions usually has clear focus	supporting details lack elaboration or are repetitious
LIMITED	does not establish a clear purpose/thesis demonstrates minimal awareness of audience and task lacks clarity of ideas	shift in point of view serious errors in organization thought patterns difficult or impossible to follow lacks introduction and/or conclusion no transitions · no clear focus	supporting details are random, inappropriate, or barely apparent
INADEQUATE	does not attempt to establish a purpose/thesis demonstrates no awareness of audience and task	no organization evident no clear focus incoherence	supporting details are missing

	VOICE / TONE	USAGE, MECHANICS, GRAMMAR
IN ASSESSING, CONSIDER . . .	the degree to which the writer’s response reflects personal commitment personal expression and is appropriate to the writer’s purpose	the degree to which the writer’s response exhibits correct · usage (tense formation, agreement, word choice); · mechanics (spelling, capitalization, punctuation, grammar); · sentence structure and variety as appropriate to the piece and grade level
SUPERIOR	distinctive voice evident tone enhances personal expression	precision and/or sophistication in syntax very few, if any, errors
STRONG	evidence of voice tone appropriate for writer’s purpose	variety in syntax few errors
ADEQUATE	evidence of beginning sense of voice some evidence of appropriate tone	some variety in syntax some errors that do not interfere with meaning
LIMITED	little voice evident tone absent or inappropriate for writer’s purpose	little variety in syntax multiple errors and/or patterns of errors are evident
INADEQUATE	no voice tone absent or inappropriate for writer’s purpose	assortment of incomplete and/or incorrect sentences Errors so severe that they detract form meaning