Evidence-Based Writing Rubric printable pdf download

EVIDENCE-BASED WRITING RUBRIC

HIGH PROFICIENCY

BASIC PROFICIENCY

APPROACHING PROFICIENCY

NOT PROFICIENT

Contains a clear, compelling claim.

Contains a clear claim.

Contains a claim, but it is not fully

Contains a minimal claim that is not

•

articulated.

beyond correct literal repetition.

Claim demonstrates insightful

Claim demonstrates su cient

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comprehension and valid precise

comprehension and valid basic inferences.

•

Claim demonstrates basic literal

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Minimal inferential analysis serving no clear

inferences.

comprehension and signi cant

purpose.

•

Overall analysis follows logically from the

misinterpretation.

Overall analysis follows logically from the

text.

•

text.

•

Major points of textual analysis are missing

or irrelevant to accomplish purpose.

Central claim is well-supported by textual

Central claim is only partially supported by

Demonstrates some comprehension of the

•

evidence.

textual evidence.

idea of evidence, but only supports the

claim with minimal evidence which is

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Use of relevant evidence is sustained

•

Use of relevant evidence is generally

•

Analysis is occasionally supported with

generally invalid or irrelevant.

throughout the entire analysis.

sustained with some gaps.

signi cant gaps or misinterpretation.

The core reasoning follows from evidence.

The core reasoning is tangential or invalid

•

with respect to the evidence.

The organization strengthens the

The organization supports the exposition.

Some attempt has been made at a

There is no sustained organization for the

•

exposition. The introduction establishes

The introduction establishes the context;

sustained organization, but major pieces

exposition. Organization does not rise

context ; the organizational strategies are

the organizational strategies are

are missing or inadequate. The

above the paragraph level. The essay does

appropriate for the content and purpose.

introduction does not establish the

contain discrete paragraphs, but the

context; The organizational strategy is

relationships among them are unclear.

•

There is a smooth progression of ideas

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The ideas progress smoothly with

unclear and impedes exposition.

enhanced by proper integration of quotes

appropriate transitions, but evidence is not

Ideas do not ow across paragraphs and

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and paraphrase, e ective transitions,

always integrated properly. Sentences relate

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Paragraphs do contain separate ideas, but

are often impeded by erroneous sentence

sentence variety, and consistent

relevant information and formatting is

the relationships among them are not

structure and paragraph development.

formatting.

consistent.

indicated with transitions. Quotes and

paraphrases may be present, but no

•

distinction is made between the two and

they are not e ectively integrated into the

exposition. Sentences are repetitive and

fail to develop ideas from one to the next.

Contains precise and vivid vocabulary,

Contains appropriate vocabulary that may

Contains vague, repetitive and often

Contains very limited and often incorrect

•

which may include imagery or gurative

lack some speci city, including some

incorrect word choice. Sentence structure

word choice. Sentence structure is

language and appropriate academic

imagery or gurative language and

is repetitive, simplistic and often incorrect,

repetitive, simplistic and often incorrect,

vocabulary. The sentence structure draws

appropriate academic vocabulary. The

disrupting the presentation of ideas.

resulting in a minimal expression of a few

attention to key ideas and reinforces

sentence structure supports key ideas and

simplistic ideas.

•

There are few or no attempts to develop an

relationships among ideas.

relationships among ideas, but may lack

appropriate style.

Illustrates consistent errors of standard,

•

some variety and clarity.

•

Successful and consistent stylistic choices

grade-level-appropriate writing

Illustrates consistent errors of standard,

•

have been made that serve the writing

There is some evidence of stylistic choices

conventions. Errors impede readability and

•

grade-level-appropriate writing

purpose.

that serve the purpose of the essay.

comprehension of the writing.

conventions. Errors disrupt readability and

•

Illustrates consistent command of standard,

•

Illustrates consistent command of standard,

undermine the force of the writing.

grade-level-appropriate writing

conventions. Errors are so few and so minor

conventions. Minor errors do not disrupt

that they do not disrupt readability or a ect

readability, but may slightly reduce the

the force of the writing.

force of the writing.

DUCATION

Evidence-Based Writing Rubric

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