iRubric: The Writing Process March 2008 rubric

Little to no time spent brainstorming, organizing and writing out ideas for this piece of writing

Some evidence that shows time spent brainstorming, orgainizing, and writing out ideas for this piece of writing

Evidence shows the use of brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing

Detailed evidence showing time spent brainstorming, organizing (use of graphic organizers) and writing out ideas for this piece of writing.

Student spent little to no time revising. Little to no changes were made to piece based upon the class directions. 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 class directions.

Student revision shows adequate changes made to content and ideas in writing. Description/details added to enhance writing. Student worked on class directions.

Student made numerous changes to writing, changing/adding details and description to make writing more attractive to reader. Description/details added clearly enhance writing. Revising shows that the student followed the class directions.

Introduction is not clear. Hook or main idea statement (if an essay) is missing. Hook may not be strong. Student introduces piece using "I"

Introduction has a hook and a main idea statement(if an essay). The main idea statement may not clearly communicates what the essay is about. The beginning lines may not hook the reader.

Introduction has a hook and a main idea statement(if an essay). The main idea statement clearly communicates what the essay is about. The hook adequately grabs the reader's attention.

Introduction has a strong hook and a clear main idea statement(if an essay). Readers are capitivated by the hook and what to read more.

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.