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iRubric: The Writing Process rubric

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The Writing Process The Writing Process A rubric that assesses students' use of the writing process. Rubric Code: H732C4 By texasrosie Ready to use Public Rubric Subject: English Type: Writing Grade Levels: K-5

The Writing Process Five Steps of The Writing Process
	Poor 15 pts	Fair 20 pts	Good 25 pts	Excellent 30 pts
Prewriting/Writing First Step in the Writing Process	Poor * Little to no time spent brainstorming, organizing and *writing out ideas for this piece of writing	Fair Some evidence that shows time spent brainstorming, orgainizing, and writing out ideas for this piece of writing	Good Evidence shows the use of brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing	Excellent Detailed evidence showing time spent brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing.
Drafting Second Step in The Writing Process	Poor Draft includes little to no ideas from the prewriting session. Little to no information from prewriting is evident in draft	Fair Draft includes limited ideas from prewriting session. An attempt was made to include the information from prewriting in draft.	Good Draft includes ideas from prewriting session. Evidence shows that student used prewriting to write draft as information from the prewriting in the draft.	Excellent *Draft clearly includes ideas that were brainstormed and organized during prewriting
Revising Third Step in The Writing Process	Poor Student spent little to no time revising. Little to no changes were made to piece based upon the class directions. *Student did not take peer revision seriously.	Fair *Student attempted to make changes to their writing, however the changes were few and focused on editing verses content and description presented in writing.	Good Student revision shows adequate changes made to content and ideas in writing. Details were added to enhance writing.	Excellent *Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader.
Editing Fourth Step in The Writing Process	Poor Numerous errors in spelling, capitalization, paragraphing, and punctuation found in writing. These errors make it hard to understand the meaning/message of the writing.	Fair Frequent errors made in spelling, capitalization, paragraphing, and punctuation. These errors make it more difficult to understand the message or meaning of the writing. *Student attempted to correct errors.	Good Few errors were made in spelling, capitalization, and punctuation. Appropriate paragraphs used. *Student spent ample time working on identifying and correcting editing errors.	Excellent Few errors were made in spelling, capitalization, and punctuation. Appropriate paragraphs used in writing. *All errors corrected.
Publishing Fifth Step in The Writing Process	Poor Final copy not turned in on time. AND/OR More than one part of writing (prewriting, first draft, second draft, etc) were not turned in with final copy.	Fair Final copy was typed and easy to read. Parts of writing such as first draft, prewriting, second draft, etc., may be missing.	Good Final copy was typed and easy to read. All parts of writing were turned in but were out of order. *OR Final copy typed and turned in on time but other parts of writing were turned in late.	Excellent Final copy was typed and easy to read. All parts of writing - prewriting, first draft, second draft, and any other notes needed were turned in with draft.
Participation Use of time during writing workshop	Poor Student frequently had to be refocused/reminded to work on writing, revising, and editing during class. Student did not use classtime wisely or frequently was not prepared for class.	Fair Student sometimes used classtime wisely, however, student had to be refocused and reminded to work on writing. Student conversations/actions focused on other topics instead of writing. *Student may not have been prepared for class a couple of times.	Good Student mostly used classtime wisely, meeting with a peer to revise and edit. The majority of the time the student was focused and only one or two times did the student get off-task.	Excellent Student used classtime wisely, meeting with a peer to revise. Conversations during class were focused on revising/editing work.

Subjects:

English

Types:

Writing

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