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iRubric: Observation Paper Rubric
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Observation Paper Rubric
Rubric Code:
PX6454
By
larter
Ready to use
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
Undergraduate
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Observation Paper
Weak
1 pts
Emerging
3 pts
Competent
7 pts
Advanced
10 pts
Ideas and Content
Weak
The ideas are unclear, inconsistent, and/or lack a central theme and/or purpose. The writer does most or all of the following: • shows little attempt to address the topic, purpose, or audience; • includes little or no support; • expresses only simplistic or random ideas.
Emerging
The ideas are somewhat unclear or the attempted development is minimal, too simple, irrelevant, or incomplete. The writer does most or all of the following: • attempts to address the topic, purpose, and audience; • attempts support but may be limited or irrelevant; • provides evidence which is not supported by credible resources; • limits details/ideas to the predictable.
Competent
Mostly focused; reader can easily understand the main idea. Support is present although it may be too general. The writer does most or all of the following: • generally addresses the topic, purpose, and audience; • provides support which at times may be too general or out of balance with the main idea; • generally provides credible support (details, and/or examples, facts); may use appropriate resources; • expresses mostly predictable details/ideas; may occasionally share insights.
Advanced
The writing is clear and focused. It holds the reader's attention. Main ideas are developed by supporting details suitable to audience and purpose. The writer does most or all of the following: • clearly addresses topic, purpose, and audience; • provides thorough, balanced, relevant support of topic; • provides strong, credible support (details, or examples, and/or fact) using appropriate resources; • selects details/ideas which go beyond the obvious or predictable; shares insights.
Organization
Weak
The writing lacks organizational structure and may be haphazard and/or disjointed. The writer does most or all of the following: • uses a structure that is not appropriate for purpose (mode) and/or audience; • provides no apparent beginning and/or conclusion; • provides transitions that are poorly chosen or fails to provide transitions; • demonstrates no knowledge of pacing.
Emerging
The writer has made an attempt to organize the text, but the overall structure may be inconsistent. The writer does most or all of the following: • uses a structure that is not always consistent with the purpose (mode) and/or audience; • writes a beginning and/or conclusion which is undeveloped or too obvious; • provides weak, overused, or ineffective transitions; • demonstrates little knowledge of pacing; all parts of the text seem equally important.
Competent
Generally clear and logical; structure. The writer does most or all of the following: • uses an organizational structure that fits the purpose and audience; • develops a recognizable beginning that may not be particularly inviting and/or a conclusion that may lack insight or overview; • provides adequate transitions which serve to connect ideas but may be stilted or formulaic; • pacing is fairly well controlled, but at times the writer may speed up or slow down without a sense of purpose.
Advanced
Enhances central ideas; sequence and structure are strong and move reader through the text. Writer does most or all of the following: • selects an organizational structure that advances the purpose and is appropriate for the audience; • constructs an inviting introduction/opening and a satisfying conclusion; • selects effective transitions which clearly show how ideas connect among all elements (sentences and paragraphs); • employs well-controlled, purposeful pacing.
Voice
Weak
The writer's voice provides little, if any, sense of involvement or commitment, and there is no sense of "writing to be read." The writer does most or all of the following: • shows no sense of interaction between reader and writer; it is hard to sense the person and purpose behind the words; • demonstrates no audience awareness; • uses a voice that is consistently flat, lifeless, and impersonal.
Emerging
May emerge at times. Commitment to the topic seems inconsistent, and there is little sense of "writing to be read." Writer does most or all of the following: • seldom provides a sense of interaction between reader and writer; there is little sense of the person and purpose behind the words; • demonstrates a limited sense of audience or fails to use an appropriate tone or voice; • uses a voice that is likely to be overly informal and personal or too impersonal and flat.
Competent
Writer seems committed to the topic; a sense of "writing to be read." Does most or all of the following: • interacts with the reader; at times there is a sense of a person and purpose behind the words; • demonstrates a sense of audience and seems to be aware of the reader, but may not consistently employ an appropriate tone or voice; • may employ liveliness, sincerity, or humor when appropriate; at times, the writing may be either too casual, personal, formal, or stiff.
Advanced
Shows commitment to topic, purpose, and audience. Clear sense of "writing to be read." Writer does the following: • demonstrates a strong audience awareness which communicates the message effectively, and an appropriate voice or tone is consistently employed; • brings the topic to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense; may share insights.
Word Choice
Weak
Language is limited, monotonous, and/or misused; only the most general kind of message is communicated. The writer does most or all of the following: • uses an extremely limited range of words; • relies upon words that do not fit the text; they may be imprecise, inadequate, or just plain wrong; • makes no attempt to use figurative language; uses general, vague words that fail to communicate.
Emerging
Language is predictable, ordinary, and/or imprecise, and at times may not be appropriate for intended audience and/or purpose. The writer does most or all of the following: • uses words that are colorless, flat, or imprecise, e.g. fun, thing, a lot, nice; language may be repetitious or misused; • relies on predictable vocabulary; • uses little figurative language; images, if present, are fuzzy.
Competent
The variety of words employed is functional and appropriate to audience and purpose. The writer does most or all of the following: • mainly uses familiar words or phrases; may occasionally employ ordinary words in an unusual way; • attempts to use fresh, vivid expressions although they may be ineffective and/or cliched; • attempts to use figurative language which may occasionally seem overdone or ineffective.
Advanced
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer does most or all of the following: • chooses specific, accurate language which seems natural; uses ordinary words in an unusual way; • chooses fresh, lively, vivid expressions; • includes the purposeful, effective selection of figurative language and/or slang.
Fluency
Weak
The writing is difficult to follow or read aloud; sentences tend to be incomplete, run-on, or awkward. The writer does most or all of the following: • shows no awareness of stylistic control; confusing word order is often jarring and/or irregular; • requires the reader to reread several times in order to make sense of the writing; • uses little or no variety in sentence structure, length, and beginnings; sentence structure may obscure meaning.
Emerging
Tends to be mechanical rather than fluid; occasional awkward constructions may force the reader to slow down or reread. Writer does most or all of the following: • dialogue does not sound natural; run-ons and/or fragments may impede readability; • forces reader to reread in order to make sense of writing; • uses limited variety in sentence structure, length, and beginnings but may fall into repetitious patterns; structures may sometimes cause reader to hunt for meaning.
Competent
The text flows; sentence patterns are somewhat varied and contribute to the ease of reading aloud. The writer does most or all of the following: • shows occasional lapses in stylistic control; dialogue, if used, may sometimes sound stilted; • moves the reader easily through the text, though perhaps without rhythm or grace; • varies patterns of sentence structure, length, and beginnings; sentences are functional but may sometimes lack energy.
Advanced
Sentences are well built, with strong and varied structures that invite oral reading. The writer does most or all of the following: • shows stylistic control; dialogue and fragments, if used, sound natural; • utilizes appropriate cadence for the genre/mode; • varies the sentence structure, length, and beginnings to strengthen the meaning of the text and draw attention to key ideas.
English Conventions
Weak
Shows little or no control of standard writing conventions. Severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. Extensive editing is needed.
Emerging
Shows limited control of standard writing conventions. Errors begin to impede readability. Significant editing is needed. The writer does most or all of the following: • makes end punctuation errors; internal punctuation contains frequent errors; • spelling errors distract the reader; • capitalizes inconsistently and often incorrectly; • runs paragraphs together or inserts paragraph breaks ineffectively; • makes errors in grammar and usage that interfere with readability and meaning.
Competent
Shows reasonable control of standard writing conventions. May be a few errors, but they do not impede readability. Some editing is needed.
Advanced
Shows strong control of standard writing conventions and uses them effectively to enhance communication. Errors are so few and minor that the reader can easily skim right over them unless specifically searching for them. Little editing is needed.
Subjects:
English
Types:
Writing
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