rubrics for writing
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This document outlines a grading rubric for written assignments with criteria assessed at four levels: Inadequate, Adequate, Above Average, and Exemplary. The criteria include organization, level of content, development of main points, grammar and mechanics, style, and format. For each criterion, descriptors define the characteristics of work that would meet the standard at each level.
rubrics for writing
- 1. Grading Rubric for Written Assignments Levels of Assessment Criteria Inadequate=D (Below Standard) Adequate=C (Meets Standard) Above Average=B (Exceeds Standard) Exemplary=A (Far Exceeds Standard) Organization Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors. Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay. Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present. Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic. Level of Content Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal. Content indicates thinking and reasoning applied with original thought on a few ideas. Content indicates original thinking and develops ideas with sufficient and firm evidence. Content indicates synthesis of ideas, in- depth analysis and evidences original thought and support for the topic. Development Main points lack detailed development. Ideas are vague with little evidence of critical thinking. Main points are present with limited detail and development. Some critical thinking is present. Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points Main points well developed with high quality and quantity support. Reveals high degree of critical thinking. Grammar & Mechanics Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain. Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. Style Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis. Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices. Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively. Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination Format Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention. Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors. Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled. Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look. http://home.snu.edu/~hculbert/criteria.pdf