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College Composition I Rubric 
Developmental English Writing Rubric
Rubric Code: D33W82
By nwebster
Draft
Private Rubric
Subject: English  
Type: Writing  
Grade Levels: Undergraduate

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  INSUFFICIENT

1 pts

MAKING PROGRESS

2 pts

PROFICIENT

3 pts

ADVANCED

4 pts

FOCUS

INSUFFICIENT

Minimal evidence of a topic. Insufficient line of thought. Simply summarizes sources
MAKING PROGRESS

No apparent point but evidence of a specific topic. Shows writers' difficulty with analyzing the topic. Mostly summarizes sources.
PROFICIENT

Apparent point made about a specific topic with sufficient awareness of rhetorical mode. Shows writer' ability to analyze the topic and the sources used.
ADVANCED

Distinct controlling point made about a single topic with strong evidence of rhetorical mode. Proves writers' ability to think critically about the topic and synthesize the sources used.
CONTENT

INSUFFICIENT

Superficial and/or minimal content; Simply restates information. Does not include any strategies for resource integration or building strategies
MAKING PROGRESS

Limited content with inadequate elaboration or explanation; includes at least 1 strategy for resource integration or building strategies. Some use of paraphrase and/or summary.
PROFICIENT

Sufficiently developed content with adequate elaboration or explanation; includes at least 2 strategies for resource integration and building strategies. Clear evidence of summary; some paraphrase
ADVANCED

Substantial, specific and/or illustrative content demonstrating strong development and sophisticated ideas; includes at least 3 strategies for both types of building. Appropriate use of summary and paraphrase.
ORGANIZATION

INSUFFICIENT

Minimal control of content arrangement; lacks a clear pattern asked in the prompt; does not have transitions and the change in detail is unclear.
MAKING PROGRESS

Confused or inconsistent arrangment of content with or without attempts at transition; follows an unclear pattern requested in the prompt
PROFICIENT

Functional arrangement of content that sustains a logical order with some evidence of transitions; follows a somewhat clear rhetorical pattern requested in prompt
ADVANCED

Sophisticated arrangement of content with evident and/or subtle transitions; follows a logical rhetorical pattern requested in prompt, using transitions throughout
STYLE

INSUFFICIENT

Minimal variety in word choice and minimal control of sentence structures
MAKING PROGRESS

Limited word choice and control of sentence structures that inhibit voice and tone; misuse of vocabulary and repetitiveness exists
PROFICIENT

General use of a variety of words and sentence structures that at times, may not create writer's voice and tone appropriate to academic audience; lacking some description
ADVANCED

Precise, illustrative use of a variety of words and sentence structures to create consistent writer's voice and tone; appropriate to academic audience; uses description
CONVENTIONS

INSUFFICIENT

Minimal control of grammar and mechanics; contains 7 or more ( of each) punctuation, spelling, and grammatical errors. Frequent disruption of focus
MAKING PROGRESS

Limited control of grammar mechanics; contains 5-6 (of each) punctuation, spelling, or grammatical errors. Disrupts the focus occassionally
PROFICIENT

Control of grammar and mechanics; contains 2-4 (of each) punctuation, spelling, or grammatical errors; little disruption of focus
ADVANCED

Evident control of grammar and mechanics; contains (1 of each) punctuation, spelling, and grammatical errors. Does not disrupt the focus.
WORKSHOP

INSUFFICIENT

Is under prepared and/or
displays negative attitude toward receiving and giving constructive criticism.
MAKING PROGRESS

Is prepared with all materials
Displays ability to provide constructive criticism as well as receive it; recognizes weaknesses in peers.
PROFICIENT

Is prepared with all materials, displays ability to provide constructive criticism as well as receive it; recognizes weaknesses in peers and self and evidence of revisions.
ADVANCED

Is prepared with all materials, displays ability to provide constructive criticism as well as receive it; recognizes strengths & weaknesses in peers and self, and evidence of revisions.




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