Skip to main content
sign in
Username
Password
forgot?
Sign up
Share
help_outline
help
Pricing
Request Info
Please enable JavaScript on your web browser
menu
iRubric: The Five-step Writing Process rubric
find rubric
Your browser does not support iframes.
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
The Five-step Writing Process
The Five-step Writing Process
A rubric that assesses students' use of the five-step writing process. This rubric also assesses students' reflection of their writing.
Rubric Code:
SXBBCA8
By
CGately
Ready to use
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
K-5
Your browser does not support iframes.
Desktop Mode
Mobile Mode
The Writing Process
Poor
2 pts
Fair
3 pts
Good
4 pts
Excellent
5 pts
Prewriting/Writing
Poor
Little to no time spent brainstorming, organizing and writing out ideas for this piece of writing
Fair
Some evidence that shows time spent brainstorming, orgainizing, and writing out ideas for this piece of writing
Good
Evidence shows the use of brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing
Excellent
Detailed evidence showing time spent brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing.
Composing
Poor
Draft includes little to no ideas from the prewriting session. Little to no information from prewriting is evident in draft
Fair
Draft includes limited ideas from prewriting session. An attempt was made to include the information from prewriting in draft.
Good
Draft includes ideas from prewriting session. Evidence shows that student used prewriting to write draft as information from the prewriting in the draft.
Excellent
Draft clearly includes ideas that were brainstormed and organized during prewriting
Revising
Poor
Student spent little to no time revising. Little to no changes were made to piece based upon the class directions or student's revising goal. Student did not take peer revision seriously.
Fair
Student attempted to make changes to their writing, however the changes were minimal and focused on editing verses content and description presented in writing. Few changes were made based upon the student's revising goal.
Good
Student revision shows adequate changes made to content and ideas in writing. Evidence shows that student worked on personal revising goal. Details were added to enhance writing.
Excellent
Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader. Student met personal revision goal.
Editing
Poor
Numerous errors in spelling, capitalization, paragraphing, and punctuation, including commas and apostrophes, 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.
Publishing
Poor
Final copy not turned in on time. AND/OR More than one part of writing (prewriting, first draft, second draft, etc) were not turned in with final copy.
Fair
Final copy was typed and easy to read. Parts of writing such as first draft, prewriting, second draft, etc., may be missing.
Good
Final copy was typed and easy to read. All parts of writing were turned in but were out of order. OR Final copy typed and turned in on time but other parts of writing were turned in late.
Excellent
Final copy was typed and easy to read. All parts of writing - prewriting, first draft, second draft, and any other notes needed were turned in with draft.
Participation
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.
Subjects:
English
Types:
Writing
Discuss this rubric
You may also be interested in:
More rubrics by this author
More English rubrics
More Writing rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
Test run
Test this rubric or perform an ad-hoc assessment.
Grade
Build a gradebook to assess students.
Collaborate
Apply this rubric to any object and invite others to assess.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n60
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.