Addison Trail Student Information Center - Information Literacy

STUDY

District #88 Writing Rubric
 

Focus
(State Guideline)

--A relevant thesis has been developed that is creative, insightful or analytical.

--The paper shows an understanding of the ideas and assignment beyond the text or class discussion.

--A relevant thesis has been developed.

--The paper shows an understanding of the text, ideas, and assignment.

--No clear or relevant thesis has been developed.

--The paper shows an inadequate command of course materials or has factual or conceptual errors.

Support and Elaboration: The degree to which the main point is explained and supported by specific detail and reasons.
(State Guideline)

--The thesis of the paper is supported by reasons, examples, data, anecdotes, or information given by experts.  The support has been developed by the student beyond course content.

--The thesis of the paper is supported by reasons, examples, data, anecdotes, or information given by experts.

--Gaps exist or the thesis is not adequately supported by reasons, examples, data, anecdotes, or information given by experts.

Organization: The performance is clear, coherent, logical, and well structured.
(State Guideline)

--An overall structure is evident with an introduction, a body of support, and a conclusion. Transitions are evident between each section.

--An overall structure is evident with an introduction, a body of support, and a conclusion.  Transitions are evident between each section.    

--No overall structure is evident or a part (such as introduction) is missing.  Transitions may be needed in some sections. 

(The following 5 categories are State guidelines for Conventions)

Paragraphs

--Correct paragraphs of equal importance (topic sentences, supporting details, clinchers and transitions)

--Many details are given

--Correct paragraphs, not all of equal importance. 

--A few may need more details or transitions.

--No consistent paragraph structure.

--Many more details or transitions needed.

Sentences

--Complete, correct sentences reflecting complexity of thought.

Variety in sentence structure.

--Complete, correct sentences.

--Sentences are primarily simple, declarative

--Contains fragments

--Contains a run-on sentence or comma splice

Grammar

--Correct capitalization, use of homonyms (its vs. it's), pronouns (antecedent, number, case, gender), adjectives, adverbs.

--Correct subject - verb agreement and consistent tenses

--Three or fewer mistakes in capitalization, use of homonyms, (its vs. it's), pronouns (antecedent, number, case, gender), adjectives, adverbs.

--Three or fewer mistakes in subject-verb agreement. And consistent tenses

--More than three mistakes in capitalization, use of homonyms, (its vs. it's), pronouns (antecedent, number, case, gender), adjectives, adverbs

--More than three mistakes in subject-verb agreement and consistent tenses

Punctuation

--Correct comma, apostrophe, semi-colons, periods, question marks, quotation marks, etc.

--Three or fewer mistakes in commas, apostrophes, semi-colons, periods, question marks, quotation marks etc.

--More than three mistakes in commas, apostrophes, semi-colons, periods, question marks, quotation marks etc.

Spelling

--Correct spelling, including all ordinary and unusual or technical words.

--No mistakes in unusual or technical words

--Correct spelling of all ordinary words.

--Two or fewer mistakes in unusual or technical words.

--Incorrect spelling of ordinary words.

--More than two mistakes in unusual or technical words.