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iRubric: High School Writing Rubric

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High School Writing Rubric 
Rubric Code: S7X9W8
By kisherna
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Writing Rubric
  1

1 pts

2

2 pts

3

3 pts

4

4 pts

5

5 pts

6

6 pts

Ideas and Content

1

The writing lacks a central idea or purpose.
2

Main ideas and purpose are somewhat unclear or development is attempted but minimal.
3

The reader can understand the main ideas, although they may be overly broad or simplistic. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off- topic.
4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general.
5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose.
6

The writing is exceptionally clear, focused, and interesting. It holds the reader’s attention. Main ideas stand out and are developed by strong support and rich details.
Organization

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused.
2

The writing lacks a clear organizational structure. The writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills.
3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.
4

Organization is clear and coherent. Order and structure are present, but may seem formulaic.
5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text.
6

The organization enhances the central idea(s) and its
development. The order and structure are compelling and move the reader through the text easily.
Voice

1

The writing seems to lack a sense of involvement or commitment.
2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice.
3

The writer’s commitment to the topic seems inconsistent. The voice is either inappropriately personal or inappropriately impersonal.
4

A voice is present. The writer seems committed to the topic. In places, the writing is expressive, engaging, or sincere.
5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer demonstrates commitment to the topic. The writing is expressive, engaging, or sincere.
6

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer demonstrates deep commitment to the topic. The writing is expressive, engaging, or sincere.
Word Choice

1

The writing shows an extremely limited vocabulary. Only the most general kind of message is communicated because of vague or imprecise language.
2

Language is monotonous and/or misused, detracting from the meaning and impact.
3

Language lacks precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words.
4

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact.
5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact.
6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words which have been carefully chosen and thoughtfully placed for impact.
Sentence Fluency

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward.
2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread.
3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread.
4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading.
5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable.
6

The writing has an effective flow and rhythm. Sentences show a consistently strong and varied structure that makes expressive oral reading easy and enjoyable.
Conventions

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read.
2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability.
3

The writing demonstrates limited control of standard writing conventions. Errors begin to impede readability.
4

The writing demonstrates control of standard writing conventions. Significant errors do not occur frequently. Minor errors, while perhaps noticeable, do not impede readability.
5

The writing demonstrates strong control of standard writing conventions and uses them effectively to enhance communication. Errors are few and minor. Conventions support readability.
6

The writing demonstrates exceptionally strong control of standard writing conventions and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them.
Citing Sources/MLA Format

1

The writing demonstrates disregard for the conventions of research writing. Lack of proper documentation results in plagiarism and does not enable the reader to check the source. The writing demonstrates a lack of understanding of MLA formatting.
2

Frequent errors in documentation result in instances of plagiarism and often do not enable the reader to check the source. MLA formatting has multiple errors.
3

Documentation is sometimes used to avoid plagiarism and to enable the reader to judge how believable or important a piece of information is by checking the source. Errors begin to violate the rules of citation. MLA formatting is spotty at best.
4

Documentation is used to avoid plagiarism and to enable the reader to judge how believable or important a piece of information is by checking the source. Minor errors do not blatantly violate the rules of citation. MLA formatting is generally followed.
5

Documentation is used to avoid plagiarism and to enable the reader to judge how believable or important a piece of information is by checking the source. Errors are few and minor. MLA formatting is mostly correct.
6

Documentation is used to avoid plagiarism and to enable the reader to judge how believable or important a piece of information is by checking the source. Proper MLA formatting is present throughout the essay.




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