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iRubric: College Prep: Paragraph Structure rubric

iRubric: College Prep: Paragraph Structure rubric

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College Prep: Paragraph Structure 
Paragraph Writing/Student supports ideas in paragraph
A paragraph is a group of sentences developing ONE OVERARCHING THOUGHT. This rubric will assess how well students develop that thought and support it within a written paragraph.
Rubric Code: P8X49A
By mdambrosio
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric PARAGRAPH WRITING
  Extremely Clear/Fully Developed

Reader easily follows the progression of my thoughts without having to stop and ask, "Where am I? What is this saying? Why is this sentence/detail included?"

3 pts

Mostly Clear/Mostly Developed

The reader follows my thought progression, but has to ask one of the questions "Where am I? What is this saying? Why is this sentence/detail included?"

2 pts

Mostly Unclear/Little Development

Reader has to ask two of the questions: "Where am I? What is this saying? Why is this sentence/detail included?"

1 pts

Close to No Clarity/Development

Reader asking all of the following questions: "Where am I? What is this saying? Why is this sentence/detail included?"

0.5 pts

TOPIC SENTENCE (Main idea)
1 pts

What is the most important idea you want to talk about in your paragraph?
Extremely Clear/Fully Developed

Your topic sentence is CLEAR and tells the reader what it is that you will be discussing in the following sentences.
Mostly Clear/Mostly Developed

Your topic sentence is MOSTLY CLEAR, but needs to be more specific/broader/more clearly connected to the following sentences
Mostly Unclear/Little Development

Your topic sentence is SOMEWHAT CLEAR and connected to the following sentences.
Close to No Clarity/Development

It is not clear what you will be writing about in your paragraph.
SENTENCE ORDER
1 pts

Are my sentences in good order? Does one follow from the next?
Extremely Clear/Fully Developed

The sentences within your paragraphs are in LOGICAL ORDER, and the reader can EASILY FOLLOW your thought process. You do the work, not the reader.
Mostly Clear/Mostly Developed

The sentences within your paragraphs are mostly in LOGICAL ORDER, and the reader can FIGURE OUT your thought process. You do some work but leave some to the reader.
Mostly Unclear/Little Development

There is SOME ORDER in your sentences, but the reader has to work very hard to detect it.
Close to No Clarity/Development

There is NO CLEAR, LOGICAL ORDER to your sentences, no matter how hard the reader works to figure it out.
EVIDENCE/SUPPORT
1 pts

Did you use FACTS/EXAMPLES/REASONS to support your main idea?
Extremely Clear/Fully Developed

ALL sentences following the topic sentence provide EVIDENCE/EXAMPLES/REASONS that support your topic sentence.
Mostly Clear/Mostly Developed

SOME sentences provide facts/examples/reasons to support the topic sentence. Reader asks one of the following: "Why? How so? How does he know that? Who says?"
Mostly Unclear/Little Development

FEW sentences provide facts/examples/reasons to support the topic sentence. Reader asks two of the following: "Why? How so? How does he know that? Who says?"
Close to No Clarity/Development

NO sentences provide facts/examples/reasons to support the topic sentence.
Reader asks two or more of the following: "Why? How so? How does he know that? Who says?"
CONCLUDING SENTENCE
1 pts

How can you summarize the main idea of your paragraph? (Hint: This should look very similar, but not identical to, your topic sentence).
Extremely Clear/Fully Developed

Concluding sentence:
1. reminds the reader of overarching idea of paragraph;
2. FURTHER CLARIFIES the overarching idea of the paragraph.
Mostly Clear/Mostly Developed

Concluding sentence:
1. reminds the reader of the overarching idea of the paragraph.

Reader says: "I can repeat the main idea but I don't feel more knowledgeable on the topic.
Mostly Unclear/Little Development

Concluding sentence:
1. references the overaching idea, but does so indirectly.
Reader says: "I THINK I can repeat the main idea, but I'm not sure if I'll be right.
Close to No Clarity/Development

Concluding sentence:
1. is lacking.

Reader says: I have no idea as to what the writer was trying to say.
MECHANICS
1 pts

Spelling, grammar, and sentence structure.
Extremely Clear/Fully Developed

No mistakes.
Mostly Clear/Mostly Developed

1-3 mistakes in the areas of:
Spelling
Grammar
Punctuation
Sentence Structure
Mostly Unclear/Little Development

4-5 mistakes in the areas of:
Spelling
Grammar
Punctuation
Sentence Structure
Close to No Clarity/Development

6 or more mistakes in the areas of:
Spelling
Grammar
Punctuation
Sentence Structure



Keywords:
  • topic sentences and supporting main ideas

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