I. Essay is easy to read due to clear organization of main points
II. Method of organization is well-suited to topic
(50 points possible) Too much information distracts the focus of the paper Essay does not address assignment prompt |
|
IV. Examples in essay are ample support for thesis Examples in essay need more support for thesis |
|
V. Examples are specific and concrete. Examples are somewhat nonspecific and/or abstract. |
|
VI. Interest level of essay is superior. |
|
VII. Introduction and conclusion are interesting and balanced. |
(30 points possible) |
|
IX. Essay exhibits correct spelling. |
|
X. Essay is written in appropriate point of view and format. Point of view and format are inappropriate for essay. |
Writing rubrics are essential tools for teachers.
Rubrics can improve both teaching and learning. This guide will explain writing rubrics, their benefits, and how to create and use them effectively.
Table of Contents
A writing rubric is a scoring guide used to evaluate written work.
It lists criteria and describes levels of quality from excellent to poor. Rubrics provide a standardized way to assess writing.
They make expectations clear and grading consistent.
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Grammar | No errors | Few minor errors | Several errors | Many errors |
Organization | Clear and logical | Mostly clear | Somewhat clear | Not clear |
Content | Thorough and insightful | Good, but not thorough | Basic, lacks insight | Incomplete or off-topic |
Writing rubrics offer many advantages:
Here are some examples of writing rubrics.
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Story Elements | Well-developed | Developed, some details | Basic, missing details | Underdeveloped |
Creativity | Highly creative | Creative | Some creativity | Lacks creativity |
Grammar | No errors | Few minor errors | Several errors | Many errors |
Organization | Clear and logical | Mostly clear | Somewhat clear | Not clear |
Language Use | Rich and varied | Varied | Limited | Basic or inappropriate |
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Argument | Strong and convincing | Convincing, some gaps | Basic, lacks support | Weak or unsupported |
Evidence | Strong and relevant | Relevant, but not strong | Some relevant, weak | Irrelevant or missing |
Grammar | No errors | Few minor errors | Several errors | Many errors |
Organization | Clear and logical | Mostly clear | Somewhat clear | Not clear |
Language Use | Persuasive and engaging | Engaging | Somewhat engaging | Not engaging |
Let’s look at some best practices for creating useful writing rubrics.
Identify specific aspects of writing to evaluate. Be clear and precise.
The criteria should reflect the key components of the writing task. For example, for a narrative essay, criteria might include plot development, character depth, and use of descriptive language.
Clear criteria help students understand what is expected and allow teachers to provide targeted feedback.
Insider Tip : Collaborate with colleagues to establish consistent criteria across grade levels. This ensures uniformity in expectations and assessments.
Describe what each level of performance looks like.
This ensures transparency and clarity. Avoid vague language. Instead of saying “good,” describe what “good” entails. For example, “Few minor grammatical errors that do not impede readability.”
Detailed descriptors help students gauge their performance accurately.
Insider Tip : Use student work samples to illustrate each performance level. This provides concrete examples and helps students visualize expectations.
Involve students in the rubric creation process. This increases their understanding and buy-in.
Ask for their input on what they think is important in their writing.
This collaborative approach not only demystifies the grading process but also fosters a sense of ownership and responsibility in students.
Insider Tip : Conduct a workshop where students help create a rubric for an upcoming assignment. This interactive session can clarify doubts and make students more invested in their work.
Ensure the rubric aligns with learning objectives. This ensures relevance and focus.
If the objective is to enhance persuasive writing skills, the rubric should emphasize argument strength, evidence quality, and persuasive techniques.
Alignment ensures that the assessment directly supports instructional goals.
Insider Tip : Regularly revisit and update rubrics to reflect changes in curriculum and instructional priorities. This keeps the rubrics relevant and effective.
Regularly review and revise rubrics. Ensure they remain accurate and effective.
Solicit feedback from students and colleagues. Continuous improvement of rubrics ensures they remain a valuable tool for both assessment and instruction.
Insider Tip : After using a rubric, take notes on its effectiveness. Were students confused by any criteria? Did the rubric cover all necessary aspects of the assignment? Use these observations to make adjustments.
Use the rubric consistently across all assignments.
This ensures fairness and reliability. Consistency in applying the rubric helps build trust with students and maintains the integrity of the assessment process.
Insider Tip : Develop a grading checklist to accompany the rubric. This can help ensure that all criteria are consistently applied and none are overlooked during the grading process.
Provide examples of each performance level.
This helps students understand expectations. Use annotated examples to show why a particular piece of writing meets a specific level.
This visual and practical demonstration can be more effective than descriptions alone.
Insider Tip : Create a portfolio of exemplar works for different assignments. This can be a valuable resource for both new and experienced teachers to standardize grading.
Here is how to use writing rubrics like the pros.
Introduce rubrics at the beginning of the assignment.
Explain each criterion and performance level. This upfront clarity helps students understand what is expected and guides their work from the start.
Insider Tip : Conduct a rubric walkthrough session where you discuss each part of the rubric in detail. Allow students to ask questions and provide examples to illustrate each criterion.
Use rubrics to teach writing skills. Discuss what constitutes good writing and why.
This can be an opportunity to reinforce lessons on grammar, organization, and other writing components.
Insider Tip : Pair the rubric with writing workshops. Use the rubric to critique sample essays and show students how to apply the rubric to improve their own writing.
Use the rubric to give detailed feedback. Highlight strengths and areas for improvement.
This targeted feedback helps students understand their performance and learn how to improve.
Insider Tip : Instead of just marking scores, add comments next to each criterion on the rubric. This personalized feedback can be more impactful and instructive for students.
Encourage students to use rubrics to self-assess.
This promotes reflection and growth. Before submitting their work, ask students to evaluate their own writing against the rubric.
This practice fosters self-awareness and critical thinking.
Insider Tip : Incorporate self-assessment as a mandatory step in the assignment process. Provide a simplified version of the rubric for students to use during self-assessment.
Use rubrics for peer assessment. This allows students to learn from each other.
Peer assessments can provide new perspectives and reinforce learning.
Insider Tip : Conduct a peer assessment workshop. Train students on how to use the rubric to evaluate each other’s work constructively. This can improve the quality of peer feedback.
Reflect on the effectiveness of the rubric. Make adjustments as needed for future assignments.
Continuous reflection ensures that rubrics remain relevant and effective tools for assessment and learning.
Insider Tip : After an assignment, hold a debrief session with students to gather their feedback on the rubric. Use their insights to make improvements.
Check out this video about using writing rubrics:
Creating and using writing rubrics can be incredibly effective, but there are common mistakes that can undermine their effectiveness.
Here are some pitfalls to avoid:
Vague criteria can confuse students and lead to inconsistent grading.
Ensure that each criterion is specific and clearly defined. Ambiguous terms like “good” or “satisfactory” should be replaced with concrete descriptions of what those levels of performance look like.
While detail is important, overly complex rubrics can be overwhelming for both students and teachers.
Too many criteria and performance levels can complicate the grading process and make it difficult for students to understand what is expected.
Keep rubrics concise and focused on the most important aspects of the assignment.
Applying the rubric inconsistently can lead to unfair grading.
Ensure that you apply the rubric in the same way for all students and all assignments. Consistency builds trust and ensures that grades accurately reflect student performance.
Ignoring student input when creating rubrics can result in criteria that do not align with student understanding or priorities.
Involving students in the creation process can enhance their understanding and engagement with the rubric.
Rubrics should evolve to reflect changes in instructional goals and student needs.
Failing to update rubrics can result in outdated criteria that no longer align with current teaching objectives.
Regularly review and revise rubrics to keep them relevant and effective.
Without examples, students may struggle to understand the expectations for each performance level.
Providing annotated examples of work that meets each criterion can help students visualize what is required and guide their efforts more effectively.
Rubrics should be used as a tool for feedback, not just scoring.
Simply assigning a score without providing detailed feedback can leave students unclear about their strengths and areas for improvement.
Use the rubric to give comprehensive feedback that guides students’ growth.
Self-assessment and peer assessment are valuable components of the learning process.
Overlooking these opportunities can limit students’ ability to reflect on their own work and learn from their peers.
Encourage students to use the rubric for self and peer assessment to deepen their understanding and enhance their skills.
A holistic scoring rubric for writing is a type of rubric that evaluates a piece of writing as a whole rather than breaking it down into separate criteria
This approach provides a single overall score based on the general impression of the writing’s quality and effectiveness.
Here’s a closer look at holistic scoring rubrics.
Score | Description |
---|---|
5 | : Exceptionally clear, engaging, and well-organized writing. Demonstrates excellent control of language, grammar, and style. |
4 | : Clear and well-organized writing. Minor errors do not detract from the overall quality. Demonstrates good control of language and style. |
3 | : Satisfactory writing with some organizational issues. Contains a few errors that may distract but do not impede understanding. |
2 | : Basic writing that lacks organization and contains several errors. Demonstrates limited control of language and style. |
1 | : Unclear and poorly organized writing. Contains numerous errors that impede understanding. Demonstrates poor control of language and style. |
Feel free to use the following writing rubric templates.
You can easily copy and paste them into a Word Document. Please do credit this website on any written, printed, or published use.
Otherwise, go wild.
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Well-developed, engaging, and clear plot, characters, and setting. | Developed plot, characters, and setting with some details missing. | Basic plot, characters, and setting; lacks details. | Underdeveloped plot, characters, and setting. | |
Highly creative and original. | Creative with some originality. | Some creativity but lacks originality. | Lacks creativity and originality. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Rich, varied, and appropriate language. | Varied and appropriate language. | Limited language variety. | Basic or inappropriate language. |
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Strong, clear, and convincing argument. | Convincing argument with minor gaps. | Basic argument; lacks strong support. | Weak or unsupported argument. | |
Strong, relevant, and well-integrated evidence. | Relevant evidence but not strong. | Some relevant evidence, but weak. | Irrelevant or missing evidence. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Persuasive and engaging language. | Engaging language. | Somewhat engaging language. | Not engaging language. |
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Thorough, accurate, and insightful content. | Accurate content with some details missing. | Basic content; lacks depth. | Incomplete or inaccurate content. | |
Clear and concise explanations. | Mostly clear explanations. | Somewhat clear explanations. | Unclear explanations. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Precise and appropriate language. | Appropriate language. | Limited language variety. | Basic or inappropriate language. |
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Vivid and detailed imagery that engages the senses. | Detailed imagery with minor gaps. | Basic imagery; lacks vivid details. | Little to no imagery. | |
Highly creative and original descriptions. | Creative with some originality. | Some creativity but lacks originality. | Lacks creativity and originality. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Rich, varied, and appropriate language. | Varied and appropriate language. | Limited language variety. | Basic or inappropriate language. |
Criteria | 4 (Excellent) | 3 (Good) | 2 (Fair) | 1 (Poor) |
---|---|---|---|---|
Insightful, thorough, and well-supported analysis. | Good analysis with some depth. | Basic analysis; lacks depth. | Weak or unsupported analysis. | |
Strong, relevant, and well-integrated evidence. | Relevant evidence but not strong. | Some relevant evidence, but weak. | Irrelevant or missing evidence. | |
No grammatical errors. | Few minor grammatical errors. | Several grammatical errors. | Numerous grammatical errors. | |
Clear and logical structure. | Mostly clear structure. | Somewhat clear structure. | Lacks clear structure. | |
Precise and appropriate language. | Appropriate language. | Limited language variety. | Basic or inappropriate language. |
I have a lot more resources for teaching on this site.
Check out some of the blog posts I’ve listed below. I think you might enjoy them.
Read This Next:
Lectures and tutors provide specific requirements for students to meet when writing essays. Basically, an essay rubric helps tutors to analyze an overall quality of compositions written by students. In this case, a rubric refers to a scoring guide used to evaluate performance based on a set of criteria and standards. As such, useful marking schemes make an analysis process simple for lecturers as they focus on specific concepts related to a writing process. Moreover, an assessment table lists and organizes all of the criteria into one convenient paper. In other instances, students use assessment tables to enhance their writing skills by examining various requirements. Then, different types of essay rubrics vary from one educational level to another. Essentially, Master’s and Ph.D. grading schemes focus on examining complex thesis statements and other writing mechanics. However, high school evaluation tables examine basic writing concepts. In turn, guidelines on a common format for writing a good essay rubric and corresponding examples provided in this article can help students to evaluate their papers before submitting them to their teachers.
An essay rubric refers to a way for teachers to assess students’ composition writing skills and abilities. Basically, an evaluation scheme provides specific criteria to grade assignments. Moreover, the three basic elements of an essay rubric are criteria, performance levels, and descriptors. In this case, teachers use assessment guidelines to save time when evaluating and grading various papers. Hence, learners must use an essay rubric effectively to achieve desired goals and grades, while its general example is:
According to its definition, an essay rubric is a structured evaluation tool that educators use to grade students’ compositions in a fair and consistent manner. The main purpose of an essay rubric in writing is to ensure consistent and fair grading by clearly defining what constitutes excellent, good, average, and poor performance (DeVries, 2023). This tool specifies a key criteria for grading various aspects of a written text, including a clarity of a thesis statement, an overall quality of a main argument, an organization of ideas, a particular use of evidence, and a correctness of grammar and mechanics. Moreover, an assessment grading helps students to understand their strengths to be proud of and weaknesses to be pointed out and guides them in improving their writing skills (Taylor et al., 2024). For teachers, such an assessment simplifies a grading process, making it more efficient and less subjective by providing a clear standard to follow. By using an essay rubric, both teachers and students can engage in a transparent, structured, and constructive evaluation process, enhancing an overall educational experience (Stevens & Levi, 2023). In turn, the length of an essay rubric depends on academic levels, types of papers, and specific requirements, while general guidelines are:
High School
University (Undergraduate)
Master’s
Element | Description |
---|---|
Thesis Statement | A well-defined thesis statement is crucial as it sets a particular direction and purpose of an essay, making it clear what a writer intends to argue or explain. |
Introduction | An introduction captures a reader’s interest and provides a framework for what a paper will cover, setting up a stage for arguments or ideas that follow after an opening paragraph. |
Content | High-quality content demonstrates thorough understanding and research on a specific topic, providing valuable and relevant information that supports a thesis. |
Organization | Effective organization ensures author’s ideas are presented in a clear, well-structure, and logical order, enhancing readability and an overall flow of a central argument. |
Evidence and Support | Providing strong evidence and detailed analysis is essential for backing up main arguments, adding credibility and depth to a final document. |
Conclusion | A strong conclusion ties all the main numbers together, reflects on potential implications of arguments, and reinforces a thesis, leaving a lasting impression on a reader. |
Grammar and Mechanics | Proper grammar, spelling, and punctuation are vital for clarity and professionalism, making a whole text easy to read and understand. |
Style and Tone | Correctness in writing style and author’s tone appropriate to a paper’s purpose and audience enhances an overall effectiveness of a particular text and engages a reader. |
Citations and References | Accurate and complete citations and references are crucial for giving credit to sources, avoiding plagiarism, and allowing readers to follow up on the research. |
Note: Some elements of an essay rubric can be added, deled, or combined with each other because different types of papers, their requirements, and instructors’ choices affect a final assessment. To format an essay rubric, people create a table with criteria listed in rows, performance levels in columns, and detailed descriptors in each cell explaining principal expectations for each level of performance (Steven & Levi, 2023). Besides, the five main criteria in a rubric are thesis statement, content, organization, evidence and support, and grammar and mechanics. In turn, a good essay rubric is clear, specific, aligned with learning objectives, and provides detailed, consistent descriptors for each performance level.
In writing, the key elements of an essay rubric are clear criteria, defined performance levels, and detailed descriptors for each evaluation.
Organization
Excellent/8 points: A submitted essay contains stiff topic sentences and a controlled organization.
Very Good/6 points: A paper contains a logical and appropriate organization. An author uses clear topic sentences.
Average/4 points: A composition contains a logical and appropriate organization. An author uses clear topic sentences.
Needs Improvement/2 points: A provided text has an inconsistent organization.
Unacceptable/0 (zero): A complete document shows an absence of a planned organization.
Grade: ___ .
Excellent/8 points: A submitted essay shows the absence of a planned organization.
Very Good/6 points: A paper contains precise and varied sentence structures and word choices.
Average/4 points: A composition follows a limited but mostly correct sentence structure. There are different sentence structures and word choices.
Needs Improvement/2 points: A provided text contains several awkward and unclear sentences. There are some problems with word choices.
Unacceptable/0 (zero): An author does not have apparent control over sentence structures and word choice.
Excellent/8 points: An essay’s content appears sophisticated and contains well-developed ideas.
Very Good/6 points: A paper’s content appears illustrative and balanced.
Average/4 points: A composition contains unbalanced content that requires more analysis.
Needs Improvement/2 points: A provided text contains a lot of research information without analysis or commentary.
Unacceptable/0 (zero): A complete document lacks relevant content and does not fit the thesis statement. Essay rubric rules are not followed.
Excellent/8 points: A submitted essay contains a clearly stated and focused thesis statement.
Very Good/6 points: A paper comprises a clearly stated argument. However, a particular focus would have been sharper.
Average/4 points: A thesis statement phrasing sounds simple and lacks complexity. An author does not word the thesis correctly.
Needs Improvement/2 points: A thesis statement requires a clear objective and does not fit the theme in a paper’s content.
Unacceptable/0 (zero): A thesis statement is not evident in an introduction paragraph.
Excellent/8 points: A submitted is clear and focused. An overall work holds a reader’s attention. Besides, relevant details and quotes enrich a thesis statement.
Very Good/6 points: A paper is mostly focused and contains a few useful details and quotes.
Average/4 points: An author begins a composition by defining an assigned topic. However, a particular development of ideas appears general.
Needs Improvement/2 points: An author fails to define an assigned topic well or focuses on several issues.
Unacceptable/0 (zero): A complete document lacks a clear sense of a purpose or thesis statement. Readers have to make suggestions based on sketchy or missing ideas to understand an intended meaning. Essay rubric requirements are missed.
Sentence Fluency
Excellent/8 points: A submitted essay has a natural flow, rhythm, and cadence. Its sentences are well-built and have a wide-ranging and robust structure that enhances reading.
Very Good/6 points: Presented ideas mostly flow and motivate a compelling reading.
Average/4 points: A composition hums along with a balanced beat but tends to be more businesslike than musical. Besides, a particular flow of ideas tends to become more mechanical than fluid.
Needs Improvement/2 points: A provided text appears irregular and hard to read.
Unacceptable/0 (zero): Readers have to go through a complete document several times to give this paper a fair interpretive reading.
Conventions
Excellent/8 points: An author demonstrates proper use of standard writing conventions, like spelling, punctuation, capitalization, grammar, usage, and paragraphing. A person also uses correct protocols in a way that improves an overall readability of an essay.
Very Good/6 points: An author demonstrates proper writing conventions and uses them correctly. One can read a paper with ease, and errors are rare. Few touch-ups can make a submitted composition ready for publishing.
Average/4 points: An author shows reasonable control over a short range of standard writing rules. A person also handles all the conventions and enhances readability. Writing errors in a presented composition tend to distract and impair legibility.
Needs Improvement/2 points: An author makes an effort to use various conventions, including spelling, punctuation, capitalization, grammar usage, and paragraphing. A provided text contains multiple errors.
Unacceptable/0 (zero): An author makes repetitive errors in spelling, punctuation, capitalization, grammar, usage, and paragraphing. Some mistakes distract readers and make it hard to understand discussed concepts. Essay rubric rules are not covered.
Presentation
Excellent/8 points: A particular form and presentation of a text enhance an overall readability of an essay and its flow of ideas.
Very Good/6 points: A chosen format has few mistakes and is easy to read.
Average/4 points: An author’s message is understandable in this format.
Needs Improvement/2 points: An author’s message is only comprehensible infrequently, and a provided text appears disorganized.
Unacceptable/0 (zero): Readers receive a distorted message due to difficulties connecting to a presentation of an entire text.
Final Grade: ___ .
Grading Scheme
An overall quality of various types of texts changes at different education levels. In writing, an essay rubric works by providing a structured framework with specific criteria and performance levels to consistently evaluate and grade a finished paper. For instance, college students must write miscellaneous papers when compared to high school learners (Harrington et al., 2021). In this case, assessment criteria will change for these different education levels. For example, university and college compositions should have a debatable thesis statement with varying points of view (Mewburn et al., 2021). However, high school compositions should have simple phrases as thesis statements. Then, other requirements in a marking rubric will be more straightforward for high school students (DeVries, 2023). For Master’s and Ph.D. works, a writing criteria presented in a scoring evaluation should focus on examining a paper’s complexity. In turn, compositions for these two categories should have thesis statements that demonstrate a detailed analysis of defined topics that advance knowledge in a specific area of study.
When observing any essay rubric, people should remember to ensure clarity and specificity in each criterion and performance level. This clarity helps both an evaluator and a student to understand principal expectations and how a written document will be assessed (Ozfidan & Mitchell, 2022). Consistency in language and terminology across an essay rubric is crucial to avoid confusion and maintain fairness. Further on, it is essential to align a working scheme with learning objectives and goals of an essay’s assignment, ensuring all key components, such as thesis, content, organization, and grammar, are covered comprehensively (Stevens & Levi, 2023). Evaluators should also be aware of the weighting and scoring distribution, making sure they accurately reflect an actual importance of each criterion. Moreover, testing a rubric on sample essays before finalizing it can help to identify any mistakes or imbalances in scores. Essentially, providing concrete examples or descriptions for each performance level can guide students in understanding what is expected for each grade (Taylor et al., 2024). In turn, an essay rubric should be reviewed, revised, and updated after each educational year to remain relevant and aligned with current academic standards. Lastly, sharing and explaining grading assessment with students before they start their composition fosters transparency and helps them to put more of their efforts into meeting defined criteria, ultimately improving their writing and learning experience in general.
Essay rubrics help teachers, instructors, professors, and tutors to analyze an overall quality of compositions written by students. Basically, an assessment scheme makes an analysis process simple for lecturers, and it lists and organizes all of the criteria into one convenient paper. In other instances, students use such evaluation tools to improve their writing skills. However, they vary from one educational level to the other. Master’s and Ph.D. assessment schemes focus on examining complex thesis statements and other writing mechanics. However, high school grading criteria examine basic writing concepts. As such, the following are some of the tips that one must consider when preparing any rubric.
DeVries, B. A. (2023). Literacy assessment and intervention for classroom teachers . Routledge.
Harrington, E. R., Lofgren, I. E., Gottschalk Druschke, C., Karraker, N. E., Reynolds, N., & McWilliams, S. R. (2021). Training graduate students in multiple genres of public and academic science writing: An assessment using an adaptable, interdisciplinary rubric. Frontiers in Environmental Science , 9 , 1–13. https://doi.org/10.3389/fenvs.2021.715409
Mewburn, I., Firth, K., & Lehmann, S. (2021). Level up your essays: How to get better grades at university . NewSouth.
Ozfidan, B., & Mitchell, C. (2022). Assessment of students’ argumentative writing: A rubric development. Journal of Ethnic and Cultural Studies , 9 (2), 121–133. https://doi.org/10.29333/ejecs/1064
Stevens, D. D., & Levi, A. (2023). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning . Routledge, Taylor & Francis Group.
Taylor, B., Kisby, F., & Reedy, A. (2024). Rubrics in higher education: An exploration of undergraduate students’ understanding and perspectives. Assessment & Evaluation in Higher Education , 1–11. https://doi.org/10.1080/02602938.2023.2299330
Free reading worksheets, activities, and lesson plans., site navigation.
43 comments.
I’m a teacher and I find very good materials here. I suggest it to everybody, particularly in education field.
Your materials are of great help. Thanks so much for helping other teachers with your knowledge and experience.
I am so happy about the information that you have been given. Thank you very much for the information.
Thank you so much sir! Its my first time as an online English teacher for primary level and I come across your site while groping for ideas on how and what to teach…Your site is really of great help and it is much appreciated. I learned a lot and this could help me improve on my teaching resources. Thank you so very much!!! More power and God bless!
This website is super helpful! Great resources for practicing.
Thank you for taking time to share all the resources. They are very helpful in many ways to students and to educators. I have visited it many times during my web search for various topics and I will continue visiting. Job well done to say the least!
I have used this site numerous times and find the worksheets and power points so perfectly crafted. You drive the points home, with clarity and ease of understanding.
Essay long about slavery and sugar plantion everything to do please help me need you about you need l want to ok
Thank you so much. It a great blessing to see them and have.them in my phone. Great blessings
I totally appreciate all your resources; saves me a lot of time. Thanks
Dear Sir, I am so happy to have found this site! It is quite comprehensive. I stumbled across it looking for help in tutoring English to elementary students and I find myself completing your worksheets just to stay sharp! Thank you for all your hard work. It is most appreciated.
Thank you for visiting and taking the time to comment!
BRAVO! I found your site when I was looking for parts of speech resources and am absolutely blown away. THANK YOU for this gift in ELA resources that are spot on and ready to use. I think this is the first site I have found that I can actually use the resource confidently without having to recreate the wheel on my own. I’ve been exploring for over an hour and am seriously ‘geeked out’ by everything. Bless you!
Thank you for the kind words. I’m glad you like the site. Please come back again!
Thank you so much,well appreciated.
Good day I require rubrics for Grade 8 and 9 English First Additional Language please… Essays as well as transactional writing.
What a gift — helping teachers teach. Praying that your generosity of spirit in sharing what you have created is multiplied hundred fold.
Your website is very generous with information.
Thank you! Ms Simmons
I was in search of such site for our teacher Dr Imran khan wants us to write a research paper in Linguistics
I want a resource about cause and effect essay and about compare and contrast essay but this site is actually awesome and I had a lot to do with this amazing site
Simple and accurate, thank you. Very useful to teach students.
Just want to say thank you. This website is truly a gem!!! So many fantastic resources all in one place – and all for free. I cannot thank you enough for your dedication. You have helped me many nights this past year as I have scrambled through my first year of teaching. All of your materials are straightforward, ready-for-use, and engaging for students. What more could I ask for??
That’s exactly what I was going for. Thank you for the kind words and for visiting my site. Best wishes!
Thank you very much for sharing these with us. It is very very helpful!
Thank you so much for these resources.They are so helpful..Can you please include one sample essay if possible. Thanks, Lavanya.
very interesting resource!
Thank you so much for the wonderful work that you are producing.
You are most welcome. Thank you for visiting.
I am a teacher with the Sacramento County Office of Education in Sacramento California. I just want to say how thankful I am for discovering your site. You have my utmost admiration for your material. Are you developing more in the future?
Thanks again, Edward Elmer
Thank you kindly.
I am working on more materially. This site is my life’s work. I will continue to update it and improve it as my time allows.
Thank you for the kind words.
Your web page is AWESOME! Thank you for sharing all these wonderful activities!!
You are most welcome. Thank you for visiting!
it is really good
i learned a lot upon browsing some of the sample of rubrics hope you can put as many sample you can have
I’m happy to hear it. I have more that I will add soon.
mr. morton, love you…not because you shared these great ws, but to see how amazingly your thinking and teaching is crystal clear.lucky your students must be and making big in life with LA skills accquired from a superb mentor like you. its just not only fun to teach but also to solve your sheets. thats the best part of it! 😉
I am honored by your comments.
I hope to return your kindness by continuing to add more content in the years to come.
Best wishes.
Very useful information loved teaching my students theme using your resources!! Thank you!!
Thank u so much for the resources, checking essay are quiet easy than before, this is such a great help for us teachers.
Wow!! What an incredible resource. Thank you very much.
thanks… helpful for my composition class!
Thanks for everything Mr. Morton. I am a high school teacher of both enthusiastic readers/writers, and very nonenthusiastic readers/writers. How nice to find your resources. I’m sure I will be able to entice even the most reluctant to do some writing with the help of your prompts. Thanks for sharing!
I’m happy to hear it. I’d love to add more writing resources soon.
Your email address will not be published. Required fields are marked *
Popular content.
This rubric delineates specific expectations about an essay assignment to students and provides a means of assessing completed student essays.
More ideas to try.
Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them to meet or exceed expectations, to view the grading process as being “fair,” and to set goals for future learning. In order to help your students meet or exceed expectations of the assignment, be sure to discuss the rubric with your students when you assign an essay. It is helpful to show them examples of written pieces that meet and do not meet the expectations. As an added benefit, because the criteria are explicitly stated, the use of the rubric decreases the likelihood that students will argue about the grade they receive. The explicitness of the expectations helps students know exactly why they lost points on the assignment and aids them in setting goals for future improvement.
Home > Resources > Academic essay rubric
This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment.
Download this file
Download this file [63.33 KB]
Back to Resources Page
Enter to win 10 books for your classroom 📚
In the end, they actually make grading easier.
When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.
In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)
A rubric generally has three parts:
Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.
Learn more about why and how to use a rubric here.
There are three basic rubric categories, each with its own purpose.
Source: Cambrian College
This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.
Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.
Source: University of Nebraska
Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.
Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.
Learn more about analytic rubrics here.
Source: Deb’s Data Digest
A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.
Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.
Learn how to use developmental rubrics here.
Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.
These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.
You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).
Learn more: Teacher Thrive
The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.
Learn more: Pawprints Resource Center
Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.
Learn more: Dianna Radcliffe: Teaching Upper Elementary and More
If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.
Learn more: Classroom Nook
Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.
Learn more: Tales of a Title One Teacher
Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.
Learn more: Teachers.net Gazette
In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.
Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.
Learn more: Dr. Caitlyn Tucker
Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.
Learn more: A Question of Influence
Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.
Source: Art Ed Guru
You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.
Learn more: Historyourstory.com
Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.
Learn more: Bright Hub Education
In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.
Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.
Learn more: Michael A. Pena Jr.
Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.
Learn more: Education World
Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.
Learn more: Free Technology for Teachers
Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.
Learn more: Learn for Your Life
If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.
Learn more: Chase March
Plus, 25 of the best alternative assessment ideas ..
There's a difference between regular projects and true-project based learning. Continue Reading
Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.
Best practices, moodle how-to guides.
The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:
Types of rubrics: holistic, analytic/descriptive, single-point
Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.
Advantages of holistic rubrics:
Disadvantages of holistic rubrics:
Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.
Advantages of analytic rubrics:
Disadvantages of analytic rubrics:
Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.
Advantages of single-point rubrics:
Disadvantage of analytic rubrics: Requires more work for instructors writing feedback
You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.
Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.
Helpful strategies for defining grading criteria:
Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:
Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.
For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.
For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.
Well-written descriptions:
Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric
Prior to implementing your rubric on a live course, obtain feedback from:
Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.
Above Average (4) | Sufficient (3) | Developing (2) | Needs improvement (1) | |
---|---|---|---|---|
(Thesis supported by relevant information and ideas | The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. | The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. | The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis. | The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected. |
(Sequencing of elements/ ideas) | Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. | Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty. | Information and ideas are presented in an order that the audience can mostly follow. | Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. |
(Correctness of grammar and spelling) | Minimal to no distracting errors in grammar and spelling. | The readability of the work is only slightly interrupted by spelling and/or grammatical errors. | Grammatical and/or spelling errors distract from the work. | The readability of the work is seriously hampered by spelling and/or grammatical errors. |
The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors. |
Advanced (evidence of exceeding standards) | Criteria described a proficient level | Concerns (things that need work) |
---|---|---|
Criteria #1: Description reflecting achievement of proficient level of performance | ||
Criteria #2: Description reflecting achievement of proficient level of performance | ||
Criteria #3: Description reflecting achievement of proficient level of performance | ||
Criteria #4: Description reflecting achievement of proficient level of performance | ||
90-100 points | 80-90 points | <80 points |
100 point writing rubric for middle school and high school.
How to use a 100 point writing rubric.
Top of This Page
Hands-on learning.
By Karen Newell Copyright© 2009 - 2023 Learn For Your Life All Rights Reserved
New Pages Site Map Contact About Us
ACT Writing
What time is it? It's essay time! In this article, I'm going to get into the details of the newly transformed ACT Writing by discussing the ACT essay rubric and how the essay is graded based on that. You'll learn what each item on the rubric means for your essay writing and what you need to do to meet those requirements.
If you've chosen to take the ACT Plus Writing , you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders , who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12.
Based on ACT, Inc's stated grading criteria, I've gathered all the relevant essay-grading criteria into a chart. The information itself is available on the ACT's website , and there's more general information about each of the domains here . The columns in this rubric are titled as per the ACT's own domain areas, with the addition of another category that I named ("Mastery Level").
demonstrate little or no skill in writing an argumentative essay. | The writer fails to generate an argument that responds intelligibly to the task. The writer's intentions are difficult to discern. Attempts at analysis are unclear or irrelevant. | Ideas lack development, and claims lack support. Reasoning and illustration are unclear, incoherent, or largely absent. | The response does not exhibit an organizational structure. There is little grouping of ideas. When present, transitional devices fail to connect ideas. | The use of language fails to demonstrate skill in responding to the task. Word choice is imprecise and often difficult to comprehend. Sentence structures are often unclear. Stylistic and register choices are difficult to identify. Errors in grammar, usage, and mechanics are pervasive and often impede understanding. | |
demonstrate weak or inconsistent skill in writing an argumentative essay | The writer generates an argument that weakly responds to multiple perspectives on the given issue. The argument's thesis, if evident, reflects little clarity in thought and purpose. Attempts at analysis are incomplete, largely irrelevant, or consist primarily of restatement of the issue and its perspectives. | Development of ideas and support for claims are weak, confused, or disjointed. Reasoning and illustration are inadequate, illogical, or circular, and fail to fully clarify the argument. | The response exhibits a rudimentary organizational structure. Grouping of ideas is inconsistent and often unclear. Transitions between and within paragraphs are misleading or poorly formed. | The use of language is inconsistent and often unclear. Word choice is rudimentary and frequently imprecise. Sentence structures are sometimes unclear. Stylistic and register choices, including voice and tone, are inconsistent and are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics are present, and they sometimes impede understanding. | |
demonstrate some developing skill in writing an argumentative essay | The writer generates an argument that responds to multiple perspectives on the given issue. The argument's thesis reflects some clarity in thought and purpose. The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear. | Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise. | The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped. Transitions between and within paragraphs sometimes clarify the relationships among ideas. | The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding. | |
demonstrate adequate skill in writing an argumentative essay | The writer generates an argument that engages with multiple perspectives on the given issue. The argument's thesis reflects clarity in thought and purpose. The argument establishes and employs a relevant context for analysis of the issue and its perspectives. The analysis recognizes implications, complexities and tensions, and/or underlying values and assumptions. | Development of ideas and support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequately convey the significance of the argument. Qualifications and complications extend ideas and analysis. | The response exhibits a clear organizational strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced. Transitions between and within paragraphs clarify the relationships among ideas. | The use of language conveys the argument with clarity. Word choice is adequate and sometimes precise. Sentence structures are clear and demonstrate some variety. Stylistic and register choices, including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and mechanics are present, they rarely impede understanding. | |
demonstrate well-developed skill in writing an argumentative essay | The writer generates an argument that productively engages with multiple perspectives on the given issue. The argument's thesis reflects precision in thought and purpose. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. The analysis addresses implications, complexities and tensions, and/or underlying values and assumptions. | Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. | The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. | The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. | |
demonstrate effective skill in writing an argumentative essay | The writer generates an argument that critically engages with multiple perspectives on the given issue. The argument's thesis reflects nuance and precision in thought and purpose. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. The analysis examines implications, complexities and tensions, and/or underlying values and assumptions. | Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. | The response exhibits a skillful organizational strategy. The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effectiveness of the writer's argument. Transitions between and within paragraphs strengthen the relationships among ideas. | The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. |
Whew. That rubric might be a little overwhelming—there's so much information to process! Below, I've broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like.
The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself. Here's what the ACT website has to say about this domain:
Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation.
Based on this description, I've extracted the three key things you need to do in your essay to score well in the Ideas and Analysis domain.
#1: Choose a perspective on this issue and state it clearly. #2: Compare at least one other perspective to the perspective you have chosen. #3: Demonstrate understanding of the ways the perspectives relate to one another. #4: Analyze the implications of each perspective you choose to discuss.
There's no cool acronym, sorry. I guess a case could be made for "ACCE," but I wanted to list the points in the order of importance, so "CEAC" it is.
Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the time of "generating productive ideas." In addition, "analyzing each perspective" does not mean that you need to argue from each of the points of view. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to at least one other perspective by evaluating how correct the perspectives you discuss are and analyzing the implications of each perspective.
Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to another perspective, we do not recommend it. 40 minutes is already a pretty short time to discuss and compare multiple points of view in a thorough and coherent manner—coming up with new, clearly-articulated perspectives takes time that could be better spend devising a thorough analysis of the relationship between multiple perspectives.
To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided:
Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives.
Perspective One : What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people.
Perspective Two : Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.
Perspective Three : Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities.
First, in order to "clearly state your own perspective on the issue," you need to figure out what your point of view, or perspective, on this issue is going to be. For the sake of argument, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective:
I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.
In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view (with what the rubric calls "nuance and precision in thought and purpose"):
Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best—think, create, and move the world forward.
Next, you must compare at least one other perspective to your perspective throughout your essay, including in your initial argument. Here's what a 3-scoring essay's argument would look like:
I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be.
And here, in contrast, is what a 6-scoring essay's argument (that includes multiple perspectives) would look like:
Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. Rather than forcing us to challenge our ideas about what humans are or could be, machines simply allow us to BE, without distractions. This then frees up humans to do what we do best—think, create, and move the world forward.
You also need to demonstrate a nuanced understanding of the way in which the two perspectives relate to each other. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this domain would provide a more insightful context within which to consider the issue:
In the future, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable pinnacles of achievement. I would argue, however, projecting possible futures does not make them true, and that the evidence we have at present supports the perspective that machines are, above all else, efficient and effective completing repetitive and precise tasks.
Finally, to analyze the perspectives, you need to consider each aspect of each perspective. In the case of Perspective Two, this means you must discuss that machines are good at two types of jobs, that they're better than humans at both types of jobs, and that their efficiency creates a better world. The analysis in a 3-scoring essay is usually "simplistic or somewhat unclear." By contrast, the analysis of a 6-scoring essay "examines implications, complexities and tensions, and/or underlying values and assumptions."
To score well on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view. This leads straight into the next domain: Development and Support.
Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT.org [bolding mine]:
Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples . They help the reader understand their thinking about the issue.
"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone."
In your essay, you might start out by copying the perspective directly into your essay as your point of view, which is fine for the Ideas and Analysis domain. To score well in the Development and Support domain and develop your point of view with logical reasoning and detailed examples, however, you're going to have to come up with reasons for why you agree with this perspective and examples that support your thinking.
Here's an example from an essay that would score a 3 in this domain:
Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly.
Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6:
Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer (a machine) is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer (another machine), I can easily correct this error and print out more copies quickly.
The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim ("Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans"). To develop this example further (and incorporate the "This efficiency leads to a more prosperous and progressive world for everyone" facet of the perspective), I would need to expand my example to explain why it's so important that multiple copies of precisely replicated documents be available, and how this affects the world.
World Map - Abstract Acrylic by Nicolas Raymond , used under CC BY 2.0 /Resized from original.
Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website :
Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion.
Making sure your essay is logically organized relates back to the "development" part of the previous domain. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay.
Let's go back to the machine intelligence essay example again. I've decided to argue for Perspective Two, which is:
An essay that scores a 3 in this domain would show a "basic organizational structure," which is to say that each perspective analyzed would be discussed in its own paragraph, "with most ideas logically grouped." A possible organization for a 3-scoring essay:
An essay that scores a 6 in this domain, on the other hand, has a lot more to accomplish. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. Here's a possible organization for a 6-scoring essay:
In this example, the unifying idea is that machines are helpful (and it's mentioned in each paragraph) and the progression of ideas makes more sense. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together.
Here are my Top 5 ACT Writing Organization Rules to follow:
#1: Be sure to include an introduction (with your thesis stating your point of view), paragraphs in which you make your case, and a conclusion that sums up your argument
#2: When planning your essay, make sure to present your ideas in an order that makes sense (and follows a logical progression that will be easy for the grader to follow).
#3: Make sure that you unify your essay with one main idea . Do not switch arguments partway through your essay.
#4: Don't write everything in one huge paragraph. If you're worried you're going to run out of space to write and can't make your handwriting any smaller and still legible, you can try using a paragraph symbol, ¶, at the beginning of each paragraph as a last resort to show the organization of your essay.
#5: Use transitions between paragraphs (usually the last line of the previous paragraph and the first line of the paragraph) to "strengthen the relationships among ideas" ( source ). This means going above and beyond "First of all...Second...Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument.
The final domain on the ACT Writing rubric is Language Use and Conventions. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use:
Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively.
I tend to think of this as the "be a good writer" category, since many of the standards covered in the above description are ones that good writers will automatically meet in their writing. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing.
There are three main parts of this domain:
#1: Grammar, Usage, and Mechanics #2: Sentence Structure #3: Vocabulary and Word Choice
I've listed them (and will cover them) from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. For instance, if you're struggling with grammar and usage, you need to focus on fixing that before you start to think about precision of vocabulary/word choice.
At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" ( ACT.org ). First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop.
Here's an example from an essay that scored a 3 in Language Use:
Machines are good at doing there jobs quickly and precisely. Also because machines aren't human or self-aware they don't get bored so they can do the same thing over & over again without getting worse.
While the meaning of the sentences is clear, there are several errors: the first sentence uses "there" instead of "their," the second sentence is a run-on sentence, and the second sentence also uses the abbreviation "&" in place of "and." Now take a look at an example from a 6-scoring essay:
Machines excel at performing their jobs both quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored." This means that they can perform the same task over and over without a decrease in quality.
This example solves the abbreviation and "there/their" issue. The second sentence is missing a comma (after "self-aware"), but the worse of the run-on sentence issue is absent.
Our Complete Guide to ACT Grammar might be helpful if you just need a general refresh on grammar rules. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know for the essay, the explanations of the grammar rules themselves are quite helpful.
Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use (based on sentence structure alone) might look like:
Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances.
The sentence structures in the above example are not particularly varied (two sentences in a row start with "Machines are"), and the last sentence has a very complicated/convoluted structure, which makes it hard to understand. For comparison, here's a 6-scoring essay:
Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy.
For whatever reason, I find that when I'm under time pressure, my sentences maintain variety in their structures but end up getting really awkward and strange. A real life example: once I described a method of counteracting dementia as "supporting persons of the elderly persuasion" during a hastily written psychology paper. I've found the best ways to counteract this are as follows:
#1: Look over what you've written and change any weird wordings that you notice.
#2: If you're just writing a practice essay, get a friend/teacher/relative who is good at writing (in English) to look over what you've written and point out issues (this is how my own awkward wording was caught before I handed in the paper). This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself.
The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay (spelling corrected):
Machines are good at doing their jobs quickly and precisely.
Compare that to this sentence from a 6-scoring essay:
Machines excel at performing their jobs both quickly and precisely.
The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing." This is an example of using language that is both more skillful ("excel" is more advanced than "are good at") and more precise ("performing" is a more precise word than "doing"). It's important to make sure that, when you do use more advanced words, you use them correctly. Consider the below sentence:
"Machines are often instrumental in ramifying safety features."
The sentence uses a couple of advanced vocabulary words, but since "ramifying" is used incorrectly, the language use in this sentence is neither skillful nor precise. Above all, your word choice and vocabulary should make your ideas clearer, not make them harder to understand.
Okay, we've taken a look at the ACTual ACT Writing grading rubric and gone over each domain in detail. To finish up, I'll go over a couple of ways the scoring rubric can be useful to you in your ACT essay prep.
Now that you know what the ACT is looking for in an essay, you can use that to guide what you write about in your essays...and how develop and organize what you say!
Because I'm an Old™ (not actually trademarked), and because I'm from the East Coast, I didn't really know much about the ACT prior to starting my job at PrepScholar. People didn't really take it in my high school, so when I looked at the grading rubric for the first time, I was shocked to see how different the ACT essay was (as compared to the more familiar SAT essay ).
Basically, by reading this article, you're already doing better than high school me.
An artist's impression of L. Staffaroni, age 16 (look, junior year was/is hard for everyone).
The ACT can't really give you an answer key to the essay the way it can give you an answer key to the other sections (Reading, Math, etc). There are some examples of essays at each score point on the ACT website , but these examples assume that students will be at an equal level in each of domains, which will not necessarily be true for you. Even if a sample essay is provided as part of a practice test answer key, it will probably use different context, have a different logical progression, or maybe even argue a different viewpoint.
The ACT Writing rubric is the next best thing to an essay answer key. Use it as a filter through which to view your essay . Naturally, you don't have the time to become an expert at applying the rubric criteria to your essay to make sure you're in line with the ACT's grading principles and standards. That is not your job. Your job is to write the best essay that you can. If you're not confident in your ability to spot grammar, usage, and mechanics issues, I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes.
If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform ? As I manage all essay grading, I happen to know a bit about the essay part of this platform, which provides you with both an essay grade and custom feedback. Learn more about PrepScholar ACT Prep and our essay grading here!
Desirous of some more sweet sweet ACT essay articles? Why not start with our comprehensive guide to the ACT Writing test and how to write an ACT essay, step-by-step ? (Trick question: obviously you should do this.)
Round out your dive into the details of the ACT Writing test with tips and strategies to raise your essay score , information about the best ACT Writing template , and advice on how to get a perfect score on the ACT essay .
Want actual feedback on your essay? Then consider signing up for our PrepScholar test prep platform . Included in the platform are practice tests and practice essays graded by experts here at PrepScholar.
How to Get Into Harvard and the Ivy League
How to Get a Perfect 4.0 GPA
How to Write an Amazing College Essay
What Exactly Are Colleges Looking For?
ACT vs. SAT: Which Test Should You Take?
When should you take the SAT or ACT?
Get Your Free
Find Your Target SAT Score
Free Complete Official SAT Practice Tests
Score 800 on SAT Math
Score 800 on SAT Reading and Writing
Score 600 on SAT Math
Score 600 on SAT Reading and Writing
Find Your Target ACT Score
Complete Official Free ACT Practice Tests
Get a 36 on ACT English
Get a 36 on ACT Math
Get a 36 on ACT Reading
Get a 36 on ACT Science
Get a 24 on ACT English
Get a 24 on ACT Math
Get a 24 on ACT Reading
Get a 24 on ACT Science
Stay Informed
Get the latest articles and test prep tips!
Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.
Have any questions about this article or other topics? Ask below and we'll reply!
46 editable rubric templates (word format).
A grading rubric template is a type of tool used for assessment. You can use it to express your expectations regarding the work of your students . In it, you’ll define what you will assess. You’ll also describe the criteria for how you will evaluate their work.
You can use this template to articulate what excellent work looks like. This would also help your students understand what they should work on.
Table of Contents
It takes a lot of time and effort to create a superior rubric template. You can make one on your own or download a blank rubric template from here. The important thing is that you first decide what criteria you’ll include in it.
Using rubrics will make it easier for you to assess the work of your students. With it, you can easily determine where your students excelled and where they need help. Although these templates are very convenient and effective, making them is another story.
If you make a template from scratch, you’d need a lot of time and effort. But once you’ve made or downloaded a template, your work becomes easier.
Teaching is one of the noblest professions in the whole world. But this job isn’t for everyone. It involves a lot of patience, determination, time-management skills , and so much more. Although it’s a highly fulfilling profession, there are times when it can be difficult.
As time goes by, curriculum change and methods for teaching are constantly revised. One effective method which teachers follow these days is the rubric method. This is a way to teach and assess the work of students easily and efficiently.
Grading rubric templates are quite popular with teachers. They can help teachers conduct an assessment of their student’s work and performance. But you can also use such templates in different ways, not just for teaching. You can use such templates for:
Other alternate uses of templates are as follows:
These are just some examples of how and where you can use such templates. A blank rubric template is a very useful tool which can make your life easier. If you’re a teacher and you haven’t even tried using such template, you should consider it.
Although it’s time-consuming to make, using it will save time in the long-run. Besides, if you don’t want to make the template yourself, you can download one from here.
In its simplest definition, a rubric is a tool for scoring. You use it to describe your performance expectations for a piece of work, a task or an assignment. The basic components of a rubric include:
You can use rubrics to give feedback to your students regarding their performance. It’s a tool you can use for grading projects, papers, presentations, and more. Along with these basic components, you can also add other information.
Just make sure not to complicate the template too much. Otherwise, it won’t be as easy to use as a basic rubric template.
Aside from being very easy to use, rubrics also have other advantages. Their simplicity makes them very appealing. Using such templates would allow you to evaluate your students’ performance. You can do this with much efficiency and ease. Here are some advantages of using rubrics:
Aside from these advantages, there are more for you to enjoy. A well-designed template can offer a lot of benefits to teachers. They can help you to:
As we’ve mentioned earlier, a lot of teachers are now using rubrics. They use it to communicate their expectations to their students. As a teacher, you can use the template to give your students feedback. Give them information on how they’re progressing with their work. You can also use it to come up with your students’ final grades.
A grading rubric template includes the criteria you will use to assess a specific task. This can be anything from writing a paper to giving an oral presentation, and more. Rubrics permit teachers to convey their expectations to students.
You can also use them to track the progress of a student from the start of the task to the end of it. It provides a reliability of grades which is why students appreciate them too. Here are some tips to guide you when you’re creating a template for yourself:
Typically, your template should fit into a single page. This is ideal so you can quickly see all the criteria and descriptions. If you have a rubric with a lot of pages, you’d have to search through them to find the information you’re looking for.
This would reduce its efficiency. Therefore, you should plan the template well so you can construct it well too.
A grading rubric template is an excellent tool for assessment. We’ve gone through the different advantages of such templates. You can definitely benefit a lot from using them. If it’s your first time to use rubrics, these pointers may help you out:
No Alignments yet.
No evaluations yet.
IMAGES
VIDEO
COMMENTS
Essay Rubric. Directions:Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay. Traits 4 3 2 1 Focus & Details. There is one clear, well- focused topic. Main ideas are clear and are well supported by detailed and accurate information.
9 Elements of a Writing Rubric: How to Score Well ...
The essay writing rubric is designed to score students' essays using a 100-point grading scale in three major categories: Organization, Content, and Style & Mechanics. Essay Writing Assignment. Scoring Rubric ( 100 points possible) Organization: ( 20 points possible) I. Essay is easy to read due to clear organization of main points 8-10.
rubric-essay.pdf
1. Define Clear Criteria. Identify specific aspects of writing to evaluate. Be clear and precise. The criteria should reflect the key components of the writing task. For example, for a narrative essay, criteria might include plot development, character depth, and use of descriptive language.
An essay rubric refers to a way for teachers to assess students' composition writing skills and abilities. Basically, an evaluation scheme provides specific criteria to grade assignments. Moreover, the three basic elements of an essay rubric are criteria, performance levels, and descriptors. In this case, teachers use assessment guidelines to ...
Essay Writing Rubrics. Here are some essay writing rubrics to help you get started grading your students' essays. You will probably have to customize these rubrics to meet your goals and standards, but these should give you a decent place to start. Persuasive Essay Rubric 1 - This rubric mainly covers the structure of the essay: attention ...
concludes effectively, provocatively, and creatively. demonstrates an understanding of basic terminology. In regard to syntax and mechanics, the essay is free of errors in usage, punctuation, and sentence structure. provides a list of works cited following the appropriate bibliographic conventions. demonstrates competence.
Essay Rubric - Read Write Think ... Essay Rubric
Generic Essay Rubric (pdf)
Academic essay rubric - USC Center for Excellence in Teaching
Try this rubric to make student expectations clear and end-of-project assessment easier. Learn more: Free Technology for Teachers. 100-Point Essay Rubric. Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points. Learn more: Learn for Your Life. Drama ...
Rubric for the Assessment of the Argumentative Essay
Rubric Best Practices, Examples, and Templates
Rubric for Essays 100 Point Writing Rubric for Middle School and High School. Our free rubric for essay writing evaluates content, mechanics, and the writing process. ... (9 points out of ten equates to 90% which is usually a B grade. There is no complaint about this criteria, but it does not shine.)
Style (20 points)Narrative Techniques Essay engages readers with narrative techniques and figurative language: foreshadow, dialogue, ima. ery, setting, metaphors, symbolism, etc. These narrative techniques effectively en. nce the readers understanding of theme.Essay contains some narrative and figurative language,
100 Point Essay Rubric - Free download as Word Doc (.doc), PDF File (.pdf), Text File (.txt) or read online for free. This document outlines a 100 point rubric for grading an essay. The introduction is worth 10 points and involves briefly introducing 3 topics. The body is worth 75 points and involves expanding on each topic in more detail, with higher quality information earning more points.
If you've chosen to take the ACT Plus Writing, you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders, who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain.
46 Editable Rubric Templates (Word Format)
A project created by ISKME. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License. 100 point Rubric for a Narrative Essay with sections on Submission, Grammar, Organization, Content Academic Writing.
As stated previously, I will grade the essay using the rubric and assign it an initial grade out of 100. However, this is not the end of the writing process or grading process. This initial score serves as a motivator for students because it allows students to see how their work is meeting the standards (or not), and it also allows them to ...
100 Point Essay Rubric- Printable on One Page!100 Point essay rubric for easy grading! Students will understand their score. You can edit this rubric easily in Google Docs! ... P.S. (Be sure to check out my new, innovative Google Classroom products too!) Total Pages. 1 page. Answer Key. N/A. Teaching Duration. N/A. Tags. Assessment. Rubrics.
4.0. (1) $1.99. Zip. This AP biology resource includes a reproducible student essay worksheet and a generous rubric for scoring the essay. The rubric is designed for easy scoring by giving specific content that must be covered for points. This essay is graded on a 10-point scale which can easily be converted to a 100-point scale. The "generous ...