iRubric: The Writing Process rubric

Draft includes little to no ideas from the prewriting session. Little to no information from prewriting is evident in draft

Draft includes limited ideas from prewriting session. An attempt was made to include the information from prewriting in draft.

Draft includes ideas from prewriting session. Evidence shows that student used prewriting to write draft as information from the prewriting in the draft.

Draft clearly includes ideas that were brainstormed and organized during prewriting

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.

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.

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.

Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader. Student met personal revision goal.

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.

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.

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.

Student always used classtime wisely, meeting with a peer to revise. All conversations during class were focused on revising/editing work.

The goal sheet was not filled out, or many parts of the goal sheet are left blank.

Goal sheet is partially filled out Student does not state if each individual goal was met or not and why. The reflection questions are answered one word responses with no detail supporting answer.

Goal sheet is adequately filled out, showing student's thoughts about whether they have met each individual goal or not. Student provides some description as to why or why not goal was/was not met. The reflection questions are answered, however, student does not fully elaborate on answer.

Goal sheet is thoroughly filled out, showing student's detailed thoughts about whether they have met each individual goal or not and why. The reflection questions are answered in detail, giving more than just a one word response. Examples are included in reflection.