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iRubric: Memoir Writing Rubric

iRubric: Memoir Writing Rubric

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Memoir Writing Rubric 
The Writing Process
A rubric that assesses students' use of the writing process for memoirs
Rubric Code: N8CX2B
By barnhart6th
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric The Writing Process
  ADVANCED

4 pts

PROFICIENT

3 pts

BASIC

2 pts

BEGINNING

1 pts

ROUGH DRAFT

ADVANCED

Evidence shows clear organization and purpose in writing. Student made clear effort to include class mini-lessons into rough draft, including leads, ending, showing not telling, and a balance of thoughts, action, and dialogue.
PROFICIENT

Evidence shows that student uses organizational pattern and some class mini-lessons to write the rough draft, including leads, ending, showing not telling, and a balance of thoughts, action, and dialogue.
BASIC

An attempt was made to include the information from the mini-lessons in rough draft, including leads, ending, showing not telling, and a balance of thoughts, action, and dialogue.
BEGINNING

Little to no effort to include mini-lessons to write the rough draft.
REVISING

ADVANCED

Student made exceptional changes to writing, focusing, changing/adding/deleting /developing /improving the internal and external story to make the writing more alive to reader. Student incorporated teacher's comments.
PROFICIENT

Student made many changes to writing, focusing, changing/adding/deleting /developing /improving the internal and external story to make the writing more alive to reader. Student incorporated some of teacher's comments.
BASIC

Student attempted to make changes to the writing, however the changes were minimal. Student incorporated little of teacher's comments.
BEGINNING

Student spent little to no time revising. Little to no changes were made to piece based upon the class lessons and assignments. Student did not incorporate teacher's comments.
EDITING

ADVANCED

Student used Editing Checklist - almost no (1 to 2) errors in clarity (including grammar, such as verb tense and sentence variety), punctuation, spelling (including capitalization), and paragraphs (including dialogue).
PROFICIENT

Student used Editing Checklist - few (3-4) errors in clarity (including grammar, such as verb tense and sentence variety), punctuation, spelling (including capitalization), and paragraphs (including dialogue).
BASIC

Student used Editing Checklist - several (5-6) errors in clarity (including grammar, such as verb tense and sentence variety), punctuation, spelling (including capitalization), and paragraphs (including dialogue).
BEGINNING

Student did not use Editing Checklist - many (more than 7) errors in clarity (including grammar, such as verb tense and sentence variety), punctuation, spelling (including capitalization), and paragraphs (including dialogue).
FINAL COPY/PUBLISHING

ADVANCED

Final copy is complete. The layout is well-thought out and done with care, including the cover. One final copy submitted to the teacher by due date, and one final copy piece submitted for publication (Blurb).
PROFICIENT

Final copy is complete. The layout is done with some care, including the cover. One final copy submitted to the teacher by due date, and one final copy piece submitted for publication (Blurb).
BASIC

Final copy is complete. The layout is done with minimal care. One final copy submitted to the teacher by due date, and one final copy piece submitted for publication (Blurb).
BEGINNING

Final copy is incomplete. One final copy submitted to the teacher or one final copy piece submitted for publication (Blurb) missed the due date.
PARTICIPATION

ADVANCED

Student used class time wisely. All conversations during class were focused on the writing process.
PROFICIENT

Student mostly used class time wisely. The majority of the time the student was focused on the writing process and only one or two times did the student get off-task.
BASIC

Student had to be refocused and reminded to work on the writing process. Student conversations/actions focused on other topics instead of writing about half the time.
BEGINNING

Student too frequently had to be refocused/reminded to work on the writing process. Student did not use classtime wisely.



Keywords:
  • The Writing Process, Brainstorming, PreWriting, Rough Draft, Revising, Editing, Final Draft, Rubric, Idea Development

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