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Writing Evaluation Criteria (The Writing Rubric)

This document outlines the writing rubric used by a college's Writing Program to evaluate student writing at three points during their first year. It is used to assess students' writing at the end of their first semester, before spring break in their second semester, and for a timed writing exercise administered in mid-late February. Based on these three evaluations, students may be required to take additional writing courses. The rubric describes the criteria for 6 levels of writing proficiency from superior to minimal.

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ABIGAIL D. ESGUERRA
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137 views

Writing Evaluation Criteria (The Writing Rubric)

This document outlines the writing rubric used by a college's Writing Program to evaluate student writing at three points during their first year. It is used to assess students' writing at the end of their first semester, before spring break in their second semester, and for a timed writing exercise administered in mid-late February. Based on these three evaluations, students may be required to take additional writing courses. The rubric describes the criteria for 6 levels of writing proficiency from superior to minimal.

Uploaded by

ABIGAIL D. ESGUERRA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Writing Evaluation Criteria (the Writing Rubric)

The rubric on the next page is used by the college’s Writing Program in evaluating student writing at three
points in the first year.

 It is used by first-semester CSP instructors for the holistic assessment of each student’s writing at
the end of the semester.

 It is used by second-semester CSP instructors to assess each student’s writing before the spring
break (usually the second week in March), based on at least two essays.

 It is used by faculty scoring teams to assess each student’s essay prepared for the Timed Writing
Exercise, a fifty-five minute exercise administered in the CSP sections, usually in mid to late
February.

On the basis of these three scores, students may be required to take additional course work in writing.
Writing Evaluation Criteria

The “6” writer demonstrates superior writing ability. The author’s papers are distinguished by their fully and effectively developed content and
by their rhetorical sophistication. Essays in this category typically:
 respond to the topic with exceptional insight, depth, or originality, while clearly meeting the terms of the assignment;
 have clearly focused, effectively organized, and coherently developed main ideas;
 use specific examples and details appropriately and effectively;
 exhibit superior control of language, including diction, phrasing, and syntactic variety;
 avoid serious errors in mechanics, grammar, and usage, although they may have a few minor flaws.

The “5” writer demonstrates strong writing ability. The author’s papers may be less thoughtful or less polished than those of a “6” writer, but
they will be solid in content and development and will employ an effective style. These students clearly write “passing” papers. Essays in this
category typically:
 go beyond a routine response to the topic while satisfying all the terms of the assignment;
 have a focused thesis or main idea and a clear and appropriate organization;
 are fully developed using specific examples and details;
 demonstrate clear language control and a general facility of diction, phrasing, and sentence structure;
 may have minor flaws or occasional awkwardness, but they will be largely free of serious errors in mechanics,grammar, and usage.

The “4” writer demonstrates adequate college-level writing ability. The author’s papers may be undistinguished in content, development, or
style, but the writing is competent enough to indicate that the writer is ready for an upper-division writing course. Language weaknesses do
not significantly limit the writer’s ability to develop and communicate ideas. Essays in this category typically:
 may respond somewhat routinely or simplistically to the topic, but they satisfy all the terms of the assignment at least minimally or
implicitly;
 have a recognizable main idea and an apparent organization, however mechanical;
 use some specific details or examples to develop and clarify ideas;
 demonstrate basic competence in diction, phrasing, and sentence structure, although there may be some imprecision, clumsiness,
and/or repetitiveness;
 have minor errors in mechanics, grammar, and usage, but these will be neither frequent nor serious enough to confuse or
significantly distract the reader

The “3” writer ’s essays reflect inadequate college-level writing ability. The author’s papers are marked by significant weaknesses in content,
development, or expression, indicating that the writer is not yet prepared to handle upper-division writing. Language weaknesses significantly
limit the writer’s ability to develop and communicate ideas. Essays in this category have one or more of the following weaknesses: they may
 be confused or inconsistent in their response to the topic, or fail to satisfy the most important requirements of the assignment;
 be unfocused, unclearly or incoherently organized, or logically flawed;
 lack sufficient specific details and examples to clarify or develop ideas;
 be uncertain or confusing in diction, phrasing, and sentence structure;
 have errors in mechanics, grammar, and usage that are frequent and serious enough to confuse or distract the reader

The “2” writer’s essays represent very weak writing. The author’s papers are marked either by a severity of weakness or by a combination of
weaknesses: they may
 seriously confuse or misconstrue the assignment;
 have obvious and significant flaws in organization and/or logic;
 lack specificity, either of examples or reasons, or use detail that is largely irrelevant;
 lack control of diction, phrasing, and sentence structure;
 have such frequent and serious errors in mechanics, grammar, and usage that the writing is largely
 incoherent and meaning is nearly lost.

The “1” writer’s essays represent a minimal response to the assignments. This score is reserved for writers who consistently manage to
produce only a few largely incoherent paragraphs that fail to sustain or develop meaningful responses to the topics.

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