English Writing Rubric: Midterm Assessment
/15 Proficient (3) Approaching Proficiency (2) Limited (1)
Mark
• Is beginning to a empt to use words,
• Explora on of the topic is adept and/or plausible
• Explora on of the topic is clear symbols and/or pictures to tell brief
• Purpose, whether stated or implied, is inten onal
• Purpose, whether stated or implied, is evident narra ves about own ideas and
• Ideas presented by the student are though ul and/or
Content • Ideas presented are appropriate and/or predictable experiences
sound
• Suppor ng details are relevant but general • Is beginning to approximate wri ng
• Suppor ng details are relevant and specific
• The wri ng is straigh orward with scribbles, drawings and/or use of
• Wri ng engages the reader’s interest
pictures, symbols and/or words
• The introduc on is func onal and establishes a focus
• The introduc on is purposeful and clearly establishes a
that is generally sustained
focus that is capably sustained
• Events and/or details are developed in a discernible
• Events and/or details are developed in paragraphs in a • Is beginning to a empt to organize
order, although coherence may falter occasionally
Organiza sensible order, and coherence is generally maintained words, symbols and/or pictures in
• Transi ons, either explicit or implicit, tend to be
tion • Transi ons, either explicit or implicit, clearly connected sequence to demonstrate
mechanical and are generally used to connect events
events and/or details within sentences and between understanding of a story or event
and/or details within sentences and between paragraphs
paragraphs
• Closure is related to the focus but is mechanical and/or
• Closure is appropriate and related to the focus
ar ficial
• Sentence structure is consistently controlled • Sentence structure is generally controlled, but lapses
• Is beginning to approximate ordering
• Sentence type and sentence length are usually effec ve may occasionally impede meaning
Sentenc le ers or words into statements
and varied • Sentence type and sentence length are some mes
e • Is beginning to approximate the
• Sentence beginnings are o en varied effec ve and/or varied
structure structuring of simple sentences using
• Uses paragraph structures to demonstrate unity and • Some variety of sentence beginnings is evident
words, symbols and/or pictures
coherence • Uses paragraph structures to provide basic organiza on
• Words and expressions are o en used accurately • Words and expressions are generally used appropriately
• Specific words and expressions show some evidence of • General words and expressions are used adequately to • Is beginning to a empt to use words,
Vocabula
careful clarify meaning symbols and/or pictures to
ry
selec on and some awareness of connota ve effect • The voice/tone created by the student is discernible but support/express ideas
• The voice/tone created by the student is dis nct may be inconsistent or uneven
• The quality of the wri ng is sustained because it • The quality of the wri ng is maintained through
Conventi contains only minor conven on errors generally correct use of conven ons • Is beginning to demonstrate some
ons • Any errors that are present rarely reduce clarity and • Errors that are present occasionally reduce the clarity awareness of print conven ons
seldom interrupt the flow of the response and some mes interrupt the flow of the response
English Writing Rubric: Midterm Assessment
/15 Proficient (3) Approaching Proficiency (2) Limited (1)
Mark
• Is beginning to a empt to use words,
• Explora on of the topic is adept and/or plausible
• Explora on of the topic is clear symbols and/or pictures to tell brief
• Purpose, whether stated or implied, is inten onal
• Purpose, whether stated or implied, is evident narra ves about own ideas and
• Ideas presented by the student are though ul and/or
Content • Ideas presented are appropriate and/or predictable experiences
sound
• Suppor ng details are relevant but general • Is beginning to approximate wri ng
• Suppor ng details are relevant and specific
• The wri ng is straigh orward with scribbles, drawings and/or use of
• Wri ng engages the reader’s interest
pictures, symbols and/or words
• The introduc on is func onal and establishes a focus
• The introduc on is purposeful and clearly establishes a
that is generally sustained
focus that is capably sustained
• Events and/or details are developed in a discernible
• Events and/or details are developed in paragraphs in a • Is beginning to a empt to organize
order, although coherence may falter occasionally
Organiza sensible order, and coherence is generally maintained words, symbols and/or pictures in
• Transi ons, either explicit or implicit, tend to be
tion • Transi ons, either explicit or implicit, clearly connected sequence to demonstrate
mechanical and are generally used to connect events
events and/or details within sentences and between understanding of a story or event
and/or details within sentences and between paragraphs
paragraphs
• Closure is related to the focus but is mechanical and/or
• Closure is appropriate and related to the focus
ar ficial
• Sentence structure is consistently controlled • Sentence structure is generally controlled, but lapses
• Is beginning to approximate ordering
• Sentence type and sentence length are usually effec ve may occasionally impede meaning
Sentenc le ers or words into statements
and varied • Sentence type and sentence length are some mes
e • Is beginning to approximate the
• Sentence beginnings are o en varied effec ve and/or varied
structure structuring of simple sentences using
• Uses paragraph structures to demonstrate unity and • Some variety of sentence beginnings is evident
words, symbols and/or pictures
coherence • Uses paragraph structures to provide basic organiza on
• Words and expressions are o en used accurately • Words and expressions are generally used appropriately
• Specific words and expressions show some evidence of • General words and expressions are used adequately to • Is beginning to a empt to use words,
Vocabula
careful clarify meaning symbols and/or pictures to
ry
selec on and some awareness of connota ve effect • The voice/tone created by the student is discernible but support/express ideas
• The voice/tone created by the student is dis nct may be inconsistent or uneven
• The quality of the wri ng is sustained because it • The quality of the wri ng is maintained through
Conventi contains only minor conven on errors generally correct use of conven ons • Is beginning to demonstrate some
ons • Any errors that are present rarely reduce clarity and • Errors that are present occasionally reduce the clarity awareness of print conven ons
seldom interrupt the flow of the response and some mes interrupt the flow of the response
