DRAFT Common Rubric for High School Writing Samples COMPOSING 4 3 2 1 ORGANIZATION Introduction with clear, Introduction with clear Introduction may include No introduction and no focused thesis stating a thesis and identified a thesis with an unclear thesis AND well-defined position position position Exhibits no unity due to a Exhibits unity by Exhibits some unity with Exhibits inconsistent lack of an organizational following a logical an organizational plan and unity and a lack of plan and major organizational plan some minor digressions organization due to major digressions Maintains a consistent Point of view may shift digressions No clear point of view point of view occasionally Shifts in point of view Absence of transitions Uses transitions Uses transitions Limited or inconsistent connecting ideas effectively connecting connecting ideas use of transitions within Does not include a call to ideas within/ across within/across paragraphs and across paragraphs action or a conclusion paragraphs. Effective conclusion, may Conclusion merely Effective Conclusion restate the problem and restates the thesis, no provides a call to action, recommend a solution/call solution or call to action or offers a solution to action ELABORATION Contains precise, relevant Contains adequate Contains limited evidence Contains little or no evidence supporting evidence supporting supporting purpose and evidence supporting purpose and intended purpose and audience audience purpose and audience audience Explanation of how Limited explanation of No explanation of how Complete explanation of evidence and details how evidence and details evidence supports how evidence and details support position support position position support position Some details clarify and Few details clarify or Little or no elaboration Details clarify and defend defend the writer’s defend the writer’s the writer’s position; position, lapses in position, lapses in fully, clearly elaborates elaboration elaboration ideas.
DRAFT Common Rubric for High School Writing Samples COMPOSING 4 3 2 1 ORGANIZATION AND Introduction with clear, focused thesis stating a well-defined position Exhibits unity by following a logical organizational plan Maintains a consistent point of view Uses transitions effectively connecting ideas within/ across paragraphs. Effective Conclusion provides a call to action, or offers a solution Introduction with clear thesis and identified position Exhibits some unity with an organizational plan and some minor digressions Point of view may shift occasionally Uses transitions connecting ideas within/across paragraphs Effective conclusion, may restate the problem and recommend a solution/call to action Introduction may include a thesis with an unclear position Exhibits inconsistent unity and a lack of organization due to major digressions Shifts in point of view Limited or inconsistent use of transitions within and across paragraphs Conclusion merely restates the thesis, no solution or call to action No introduction and no thesis Exhibits no unity due to a lack of an organizational plan and major digressions No clear point of view Absence of transitions connecting ideas Does not include a call to action or a conclusion ELABORATION Contains precise, relevant evidence supporting purpose and intended audience Complete explanation of how evidence and details support position Details clarify and defend the writer’s position; fully, clearly elaborates ideas. Contains adequate evidence supporting purpose and audience Explanation of how evidence and details support position Some details clarify and defend the writer’s position, lapses in elaboration Contains limited evidence supporting purpose and audience Limited explanation of how evidence and details support position Few details clarify or defend the writer’s position, lapses in elaboration Contains little or no evidence supporting purpose and audience No explanation of how evidence supports position Little or no elaboration