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iRubric: The Writing Process rubric

iRubric: The Writing Process rubric

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The Writing Process 
The Writing Process
This rubric assesses a student's ability to articulate an understanding of a specific concept.
Rubric Code: M4C34C
By ekbdwd
Draft
Public Rubric
Subject: (General)  
Type: Writing  
Grade Levels: K-5

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This rubric grades the ability to articulate a concept through writing.
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Specific Concept

This section grades on whether the particular concept was addressed in the writitng.
Poor

I didn't understand what you were writitng about. You had little or no knowledge about the concept.
Fair

You had little knowledge about the concept, and a few key pieces were missing from the writing.
Good

You had a good understanding of the concept you were writing about, but there were a few areas that needed to be elaborated.
Excellent

Great understanding of the concept. As I read your paper you really know how to articulate your knowledge through writing.
Sentence Structure

Sentence usage and development of sentences
Poor

Too many errors in grammar, usage, or sentence structure made it hard to read. Sentences aren't complete and they have no or little development.
Fair

Most of the sentences are complete and developed. There were several areas that were hard to understand.
Good

There were a few errors in the sentences. All of your sentences were complete and some were underdeveloped.
Excellent

Your words, phrases, and sentences were ALL complete. Each sentence supported the other and you had smooth transitions between thoughts.
Conventions

spelling, capitalization, and punctuation,
Poor

Numerous errors in spelling, capitalization, paragraphing, and punctuation,including commas and appostrophes, found in writing. These errors make it hard to understand the meaning/message of the writing due to these errors.
Fair

Frequent errors made in spelling, capitalization, paragraphing, and punctuation, including commas and apostrophes. These errors make it more difficult to understand the message or meaning of the writing. Evidence in draft shows that student attempted to make corrections to errors.
Good

Few errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used. Student spent ample time working on identifying and correcting editing errors.
Excellent

No errors were made in spelling, capitalization, and punctuation, including commas and apostrophes. Appropriate paragraphs used in writing.
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 always used classtime wisely, meeting with a peer to revise. All conversations during class were focused on revising/editing work.





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