Rubrics For Evaluating Writing

Assessing Writing Using Scoring Rubrics
Tonja Root, Ed.D.

Department of Early Childhood and Reading Education
Valdosta State University, Valdosta, GA
Scoring Rubric
A scale that differentiates levels of student performance on a task or process
A guide to inform you (teacher) and students about evaluation criteria
Analytic rubrics assign a score for each attribute separately. Analytic rubrics are appropriate when
the teacher wants to mark errors and make comments regarding the individual attributes. Analytic
rubrics give students diagnostic feedback on an individual basis. The disadvantage of analytic
rubrics is that the descriptors (or attributes) may become too narrowly defined.
Uses for Scoring Rubrics
Convey teachers expectations for students work
Help teachers clarify what they want from students
Allow students to identify the qualities of excellent work
Help students monitor their own performance
Serve as scaffolds for students moving to a higher level of performance
Explain to others the teachers expectations for students work
Help teachers justify or validate grades
Lead to an overall improvement in the quality of students work
Assess students processes, products, and performances
Root, VSU
Evaluating Writing: Personal Narratives

Third Grade
Story Elements (5)
Ideas
(5)
Organization
(5)
Sentence
Structure (5)
Mechanics
(5)
All elements
developed:
1-when/where
(setting)
2-who (character)
3-what (problem &
events)
4-conclusion
Original
Stays on topic
4+ detailed
sentences
Beginning, middle &

ending sentence
Sequenced
Complete
sentences
Has 2 of 4
sentence types
Variety of sentence
beginnings (not
just I am)
Few or no errors:
Paragraph
indention
Capitalization
Ending punctuation
3 of 4 elements
developed:
1-when/where
(setting)
2-who (character)
3-what (problem &
events)
4-conclusion
Stays on topic
3+ detailed
sentences
Beginning sentence is
present
Missing ending
sentence
Most ideas connected
Most complete
sentences
Has 2 of 4
sentence types
Some variety of
sentence
beginnings (not
just I am)
Some errors:
Paragraph
indention
Capitalization
Ending punctuation
2 of 4 elements
developed:
1-when/where
(setting)
2-who (character)
3-what (problem &
events)
4-conclusion
Moves away from

topic
2+ detailed
sentences
Lacks 2-3
organizational
sentences
Not always sequenced
& logical
Some complete
sentences
Has 1 sentence
type
Little variety of
sentence
beginnings
Many errors:
Paragraph
indention
Capitalization
Ending punctuation
1 of 4 elements
developed:
1-when/where
(setting)
2-who (character)
3-what (problem &
events)
4-conclusion
Moves away from

topic
1+ detailed
sentences
Lacks beginning,
middle, end
Little sequence
Few complete
sentences
Has 1 sentence
type
No variety of
sentence
beginnings
Serious errors:
Paragraph
indention
Capitalization
Ending punctuation
No attempt
No attempt
No attempt
No attempt
No attempt
Developed by: Lehman, Pope, Joyner, Oliver, & Allen. (August 1998). Cairo, GA: Southside Elementary
School.
Root, VSU
Developing Writers: Third Grade

Evaluating Writing: Imaginative Story
Story Elements (5)
Ideas (5)
Name______________________________
Date______________________
Organization (5)
Sentence
Structure (5)
Mechanics (5)
Most (4-5) elements

of narrative present;
some (2-3)
developed:
Setting
Characters
Problem
Events
Conclusion
Some fresh, original

Focuses on topic
Supporting details
4+ detailed sentences
Ideas connected
Good beginning,
middle, end
Most sequenced &
logical
Most sentences
clearly written
Complete
sentences
Compound/comp
lex sentences
Variety of
sentence length
Few:
Capitalization
Ending
punctuation
Commaslisting/series
Paragraphs
indented
Spelling
Most (3-4) elements

of narrative present;
few (1-2) developed:
Setting
Characters
Problem
Events
Conclusion
Few original ideas

General focus on
topic
Some supporting
details
Some ideas
connected
Attempts
beginning, middle,
end
Some ideas
sequenced &
logical
Some sentences
clearly written
Most sentences
complete
Simple sentences
Some variety of
length
Some errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
Few (2-3) elements

of narrative present:
Setting
Characters
Problem
Events
Conclusion
Moves away from

focus
Few supporting
details
Few ideas
connected
Attempts
beginning, middle,
end (2+)
Few ideas
sequenced &
logical
Few sentences
clearly written
Some run-on,
fragmented
sentences
Little variety of
length
Many errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
Few (1-2) elements

present; none
developed:
Setting
Characters
Problem
Events
Conclusion
Incomplete ideas
Unfocused
Lacks details
1 sentence
Ideas not connected

Lacks beginning,
middle, end
Little sequence &
logic
Sentences
unclear
Frequent
fragmented
sentences
No variety of
length
Serious errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
No attempt
No attempt
No attempt
No attempt
No attempt
Developed by: Oliver, Allen, Pope, Joyner, & Lehman. (August 1998). Cairo, GA: Southside Elementary
School.
Root, VSU
Evaluating Writing: Responses to Literature

Third Grade
Story
Elements (5)
Ideas (5)
Organization (5)
Sentence Structure
(5)
Mechanics (5)
All elements
developed:
Setting
Characters
Problem
Events (2+)
Conclusion
Fresh, original
Focuses on topic
Supporting details
Ideas connected
Strong beginning,
middle, end
Sequenced & logical
Clearly written
Complete sentences
Compound/complex
sentences
Variety of sentence
length
Few or no errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Most (4)
elements
developed:
Setting
Characters
Problem
Events (2+)
Conclusion
Some original
ideas
General focus on
topic
Most supporting
details included

Good beginning,
middle, end
Most ideas sequenced
& logical
Most sentences
clearly written
Most sentences
complete
Simple sentences
Some variety of
length
Some errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Few (2-3)
elements
developed:
Setting
Characters
Problem
Events (1+)
Conclusion
Few original ideas

Moves away from
focus
Few supporting
details
Some ideas connected

Attempts beginning,
middle, end
& logical
Some unclear
sentences
Some run-on,
fragmented
sentences
Little variety
Many errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Lacks (only
1) elements:
Setting
Characters
Problem
Events (none)
Conclusion
Incomplete ideas
Unfocused
Lacks details
Few ideas connected

Lacks beginning,
middle, end
Little sequence & logic
Sentences not clear

Frequent fragmented
sentences
No variety
Serious errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
No attempt
No attempt
No attempt
No attempt
No attempt
Modified from: Batzle, J. (1992). Portfolio assessment and evaluation: Developing and using portfolios in the
K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. Modified by: Allen, Pope, Joyner, Lehman, &
Oliver. (August 1998). Cairo, GA: Southside Elementary School.
Root, VSU
Developing Writers: Fourth Grade

Story Elements
(5)
Ideas (5)
Name_____________________________
Date______________________
Organization (5)
Sentence Structure
(5)
Mechanics (5)
Most (4-5)
present; some
(2-3)
developed:
Setting
Characters
Problem
Events
Conclusion
Fresh, original
Focuses on topic
Supporting details
Ideas connected
Good beginning,
middle, end
Most sequenced &
logical
Most sentences
clearly written
Complete sentences
Compound/complex
sentences
Variety of sentence
length
Few or no errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Most (3-4)
present; few (12) developed:
Setting
Characters
Problem
Events
Conclusion
Some original
ideas
General focus on
topic
Some supporting
details

Attempts beginning,
middle, end
Some ideas sequenced
& logical
Some sentences
clearly written
Most sentences
complete
Simple sentences
Some variety of
length
Some errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Few (2-3)
present:
Setting
Characters
Problem
Events
Conclusion
Moves away from

focus
Few supporting
details
Few original ideas
Few ideas connected

Attempts beginning,
middle, end (2+)
Few ideas sequenced
& logical
Few sentences
clearly written
Some run-on,
fragmented
sentences
Little variety of
length
Many errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Few (1-2)
present; none
developed:
Setting
Characters
Problem
Events
Conclusion
Incomplete ideas
Unfocused
Lacks details
Ideas not connected

Lacks beginning,
middle, end
Sentences unclear
Frequent
fragmented
sentences
No variety of length
Serious errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
No attempt
No attempt
No attempt
No attempt
No attempt
K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. Modified by: Gainey, P., Harrell, S., Cook, LA.,
Dyke, G., & Helms, L. (August 1998). Cairo, GA: Southside Elementary School.
Root, VSU
Evaluating Writing: How To _______________

Fourth Grade
Ideas (6)
Organization (6)
Sentence Structure (6)
Mechanics (6)
Original topic or focuses

on given topic
Clear steps of procedure
Develops all of elements
of how to:
Materials needed
Introduction
Steps
Conclusion
Strong introduction,
steps, conclusion
Excellent sequence &
logical
Clearly written
Complete sentences
Variety of sentences
Few or no errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Some focus on given

topic
Many details included
Develops most of
elements of how to:
Materials needed
Introduction
Steps
Conclusion
Good introduction,
steps, conclusion
Most ideas in
sequential order
Most sentences clearly

written
Most sentences
complete
Simple sentences
Some variety of length
Some errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Few original ideas

Moves away from focus
Few details included
Develops some of
elements of how to:
Materials needed
Introduction
Steps
Conclusion
Attempts
introduction, steps,
conclusion
Not always in
sequential order
Some unclear sentences

Some run-on,
fragmented sentences
Little variety
Many errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Lacks development of
element of how to:
Materials needed
Introduction
Steps
Conclusion
Lacks introduction,
steps, conclusion
Steps not in
sequential order
Sentences not clear

Frequent fragmented
sentences
No variety
Serious errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
No attempt
No attempt
No attempt
No attempt
Written by: Gainey, P., Harrell, S., Cook, L.A., Dyke, G., & Helms, L. (August 1998). Cairo, GA: Southside
Elementary School.
Root, VSU
Evaluating Writing: Narratives

Story
Elements (5)
Ideas (5)
Organization (5)
Sentence Structure
(5)
Mechanics (5)
All elements
of narrative
developed:
Setting
Characters
Problem
Events
Conclusion
Fresh, original
Focuses on topic
Supporting details
Varied language
Ideas connected
Strong beginning,
middle, end
Sequenced & logical
Clearly written
Complete sentences
Compound/complex
sentences
Variety of sentence
length
Correct grammar
Few or no errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
________________
________________
Most
elements of
narrative
developed:
Setting
Characters
Problem
Events
Conclusion
Some original
ideas
General focus on
topic
Most supporting
details included
Experiments with
varied language

Good beginning,
middle, end
& logical
Most sentences
clearly written
Most sentences
complete
Simple sentences
Some variety of
length
Few grammatical
errors
Some errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
________________
________________
Few elements
of narrative
developed:
Setting
Characters
Problem
Events
Conclusion
Few original ideas

Moves away from
focus
Few supporting
details
Minimal variety of
vocabulary

Attempts beginning,
middle, end
& logical
Some unclear
sentences
Some run-on,
fragmented
sentences
Little variety
Several grammatical
errors
Many errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
________________
________________
Lacks
development
of elements of
narratives:
Setting
Characters
Problem
Events
Conclusion
Incomplete ideas
Unfocused
Lacks details
Simple word
choice
Few ideas connected

Lacks beginning,
middle, end
Sentences not clear

Frequent fragmented
sentences
No variety
Many grammatical
errors
Serious errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
________________
________________
No attempt
No attempt
No attempt
No attempt
No attempt
K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. by Gainey, P., Harrell, S., Cook, L.A., Dyke, G., &
Helms, L. (August 1998). Cairo, GA: Southside Elementary School.
Root, VSU
Evaluating Writing: Character Study

Fourth Grade
Elements of Character
Study (5)
Ideas (5)
Organization (5)
Sentence Structure
(5)
Mechanics (5)
Most elements of
character developed:
Description
Feelings
Actions
_________________
_________________
_________________
Fresh, original
Focuses on topic
Supporting details
Ideas connected
Sequenced &
logical
Clearly written
Complete sentences
Compound/complex
sentences
Variety of sentence
length
Few or no
errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
Some elements of
Description
Feelings
Actions
_________________
_________________
_________________
General focus on
topic
Most supporting
details included
Most ideas
connected
Most ideas
sequenced &
logical
Most sentences
clearly written
Most sentences
complete
Simple sentences
Some variety of
length
Some errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
Few elements of
Description
Feelings
Actions
_________________
_________________
_________________
Moves away from

focus
Few supporting
details
Some ideas
connected
Not always
sequenced &
logical
Some unclear
sentences
Some run-on,
fragmented
sentences
Little variety
Many errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
elements of character:
Description
Feelings
Actions
_________________
_________________
_________________
Unfocused
Lacks details
Few ideas
connected
Little sequence &
logic
Sentences not clear

Frequent fragmented
sentences
No variety
Serious errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
No attempt
No attempt
No attempt
No attempt
No attempt
Written by: Gainey, P., Harrell, S., Cook, L.A., Dyke, G., & Helms, L. (August 1998). Cairo, GA: Southside
Elementary School.
Root, VSU
Evaluating Fifth Grade Writing: Generic

Organization ( ____ or 6)
Sentence Structure ( ____ or 6)
Mechanics ( ____ or 6)
Most of these:
Ideas connected to topic
Strong beginning/middle/ end
Logical
Sequenced
Main idea developed
Details included
____________________
____________________
____________________
Most of these:
Sentences clearly written
Complete sentences
Compound/complex sentences
Variety of sentence lengths
Variety of sentence beginnings
Descriptive words
Phrases
Subject-verb agreement
_____ errors:
Spelling
Ending punctuation
Paragraphs indented
Capitalization
Writes legibly
__________________
__________________
__________________
Many of these:
Logical
Sequenced
Main idea developed
Details included
____________________
____________________
____________________
Many of these:
Complete sentences
Descriptive words
Phrases
_____ errors:
Spelling
Ending punctuation
Paragraphs indented
Capitalization
Writes legibly
__________________
__________________
__________________
Some of these:
Logical
Sequenced
Main idea developed
Details included
____________________
____________________
____________________
Some of these:
Complete sentences
Descriptive words
Phrases
_____ errors:
Spelling
Ending punctuation
Paragraphs indented
Capitalization
Writes legibly
__________________
__________________
__________________
Few of these:
Logical
Sequenced
Main idea developed
Details included
____________________
____________________
____________________
Few of these:
Complete sentences
Descriptive words
Phrases
_____ errors:
Spelling
Ending punctuation
Paragraphs indented
Capitalization
Writes legibly
__________________
__________________
__________________
No attempt
No attempt
No attempt
Written by: Bogan, A., Butler, D., Davis, E., West, R., & Womble, E. (August 1998). Cairo, GA: Southside
Elementary School.
Root, VSU
Evaluating Oral Report
Visual Display (7)

Picture
Prop
Original
Original
Eye catching
Eye catching
Clear message
Clear message
Delivery (9)
Captures attention of
audience
Speaks clearly, loudly,
distinctively
Uses good posture
Attractive
Related to topic
Serious effort
Attractive
Related to topic
Serious effort
Speaks clearly, loudly,

distinctively
Uses good posture
Not topic
oriented
Not topic
oriented
Some difficulty
understanding speech
Inconsistency in using
good posture
Scribbles
No direction
No structure
Unattractive
Poor quality of speech;

much difficulty
understanding speech
Poor quality of overall
presentation/posture
No attempt
No attempt
No attempt
Elements of Report (9)

Contains 4+ elements:
Setting
Characters
Problem
Events
Conclusion
Follows logical & sequential
order
Setting
Characters
Problem
Events
Conclusion
order
Setting
Characters
Problem
Events
Conclusion
order
Contains 1+ element:
Setting
Characters
Problem
Events
Conclusion
order
No attempt
Developed by McDonald, P. (Bacon Co.), & Redding, D. (Colquitt Co.) (Summer 1998). Valdosta, GA:
Valdosta State University, RDE 761, Dr. Tonja Root (instructor).
Root, VSU
10
Evaluating Story (Re)Telling: Kindergarten

3
Visual (16)
Clear message
Illustration depicts event in story
Somewhat clear message with student

explanation
Illustration depicts event in story
Unclear message
Illustration does not reflect event in story
No attempt
Elements of Story (16)

Identifies all elements of story:
Setting
Main character/other characters
Problem/solution
Sequential order (beginning, middle, end)
Identifies 3+ elements of story:
Setting
Problem/solution
Identifies 1+ element of story:
Setting
Problem/solution
No attempt
Developed by Norman, C. (Norman Park Elem., Colquitt Co.), Miles, B. (Jeff Davis Prim., Jeff Davis Co.), &
Horne, H. (Cox Elem., Colquitt Co.). (Summer 1998). Valdosta, GA: Valdosta State University, RDE 761, Dr.
Tonja Root (instructor).
Root, VSU
11
Evaluating Writing: Narratives of First Graders

Story Elements (5)
Content Organization
(10)
Fresh ideas connected
with a strong beginning,
middle, & end
Fully developed character

& problem
Partially developed
character problem
Some ideas with good

beginning, middle, & end
Development of only 1
element
Few original ideas with

only attempts at
beginning, middle, & end
character and problem
Incomplete ideas
Lacks beginning, middle,
& end
No attempt
No attempt
Sentence Structure &

Mechanics (10)
Complete sentences
Capital letter at the
beginning
Period at the end
Most sentences complete
Some errors in
capitalization & ending
punctuation
Some unclear, run-on
sentences
Many errors in beginning
punctuation
Sentences not clear
Serious errors in
punctuation
No attempt
Developed by Coleman, S. (Jeff Davis Prim., Jeff Davis Co.), Cox, N. (Stringfellow Elem., Colquitt Co.),
Gladden, R. (Len Lastinger Elem., Tift Co.), & Kitchens, J. (Omega Elem., Tift Co.). (Summer 1998). Valdosta,
GA: Valdosta State University, RDE 761, Dr. Tonja Root (instructor).
Root, VSU
12
Developing Writers: Fourth Grade

Story Elements
(5)
Ideas (5)
Most (4-5)
elements of
narrative present;
some (2-3)
developed:
Setting
Characters
Problem
Events
Conclusion
Some fresh,
original
Focuses on
topic
Supporting
details
Most (3-4)
elements of
narrative present;
few (1-2)
developed:
Setting
Characters
Problem
Events
Conclusion
Name______________________________
Date______________________
Organization (5)
Sentence Structure
(5)
Mechanics (5)
Ideas connected
Good beginning,
middle, end
Most sequenced &
logical
Most sentences
clearly written
Complete sentences
Compound/complex
sentences
Variety of sentence
length
Few or no errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
Few original
ideas
General focus
on topic
Some
supporting
details
Someideas connected
Attempts beginning,
middle, end
& logical
Somesentences
clearly written
Most sentences
complete
Simple sentences
Some variety of
length
Some errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
Few (2-3)
elements of
narrative present:
Setting
Characters
Problem
Events
Conclusion
Moves away
from focus
Few supporting
details
Few ideas connected

Attempts beginning,
middle, end (2+)
Few ideas sequenced &
logical
Few sentences
clearly written
Some run-on,
fragmented
sentences
Little variety of
length
Many errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
Few (1-2)
elements present;
none developed:
Setting
Characters
Problem
Events
Conclusion
Incomplete
ideas
Unfocused
Lacks details
Ideas not connected

Lacks beginning,
middle, end
Sentences unclear
Frequent fragmented
sentences
No variety of length
Serious errors:
Capitalization
Ending
punctuation
Commas
Paragraphs
indented
Spelling
No attempt
No attempt
No attempt
No attempt
No attempt
K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. by Wall, E., Motley, M. Jones, D. Hiers, C., Chafin,
J., Hargett, T., & McCoy, J. (1998). Quitman, GA: Quitman Elementary School.
Root, VSU
13
Fifth Grade
Evaluating Writing: Narratives (Published Piece)
Story
Elements (5)
Ideas (5)
Name_____________________________
Date_____________________
Organization (5)
Sentence Structure
(5)
Mechanics (5)
All elements
of narrative
developed:
Setting
Characters
Problem
Events (3+)
Conclusion
Fresh, original
Focuses on topic
Supporting details
Ideas connected
Strong beginning,
middle, end
Sequenced & logical
Clearly written
Complete sentences
Compound/complex
sentences
Variety of sentence
length
No errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Most (4)
elements of
narrative
developed:
Setting
Characters
Problem
Events (2-3)
Conclusion
Some original
ideas
General focus on
topic
Most supporting
details included

Good beginning,
middle, end
& logical
Most sentences
clearly written
Complete sentences
Simple sentences
Some variety of
length
Few errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Few (2-3)
elements of
narrative
developed:
Setting
Characters
Problem
Events (2)
Conclusion
Few original ideas

Moves away from
focus
Few supporting
details

Attempts beginning,
middle, end
& logical
Some unclear
sentences
Most sentences
complete
Little variety
Some errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
Lacks (1)
development
of elements of
narratives:
Setting
Characters
Problem
Events (1)
Conclusion
Incomplete ideas
Unfocused
Lacks details
Few ideas connected

Lacks beginning,
middle, end
Sentences not clear

Few fragmented or
run-on sentences
No variety
Many errors:
Capitalization
Ending punctuation
Commas
Paragraphs indented
Spelling
No attempt
No attempt
No attempt
No attempt
No attempt
K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. by Moss, T., Edmondson, C., Kerestan, J., Hill, M.,
Marable, M., Price, M., Andrews, P., Webb, S., & Zipperer, D. (1998). Quitman, GA: Quitman Elementary
School.
Root, VSU
14
Root, VSU
15

Rubrics For Evaluating Writing

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Rubrics For Evaluating Writing

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Assessing Writing Using Scoring Rubrics

Tonja Root, Ed.D.

Evaluating Writing: Personal Narratives

Beginning, middle &

Moves away from

Moves away from

Developing Writers: Third Grade

Most (4-5) elements

Some fresh, original

Most (3-4) elements

Few original ideas

Few (2-3) elements

Moves away from

Few (1-2) elements

Ideas not connected

Evaluating Writing: Responses to Literature

Most ideas connected

Few original ideas

Some ideas connected

Few ideas connected

Sentences not clear

Developing Writers: Fourth Grade

Some ideas connected

Moves away from

Few ideas connected

Ideas not connected

Evaluating Writing: How To _______________

Sentence Structure (6)

Original topic or focuses

Some focus on given

Most sentences clearly

Few original ideas

Some unclear sentences

Sentences not clear

Evaluating Writing: Narratives

Most ideas connected

Few original ideas

Some ideas connected

Few ideas connected

Sentences not clear

Evaluating Writing: Character Study

Moves away from

Sentences not clear

Evaluating Fifth Grade Writing: Generic

Sentence Structure ( ____ or 6)

Evaluating Oral Report

Visual Display (7)

Speaks clearly, loudly,

Poor quality of speech;

Elements of Report (9)

Evaluating Story (Re)Telling: Kindergarten

Somewhat clear message with student

Elements of Story (16)

Evaluating Writing: Narratives of First Graders

Fully developed character

Some ideas with good

Few original ideas with

Sentence Structure &

Developing Writers: Fourth Grade

Few ideas connected

Ideas not connected

Most ideas connected

Few original ideas