SHS Cross-Curricular Writing

Rubric*
FLUENCYCESENTENandVOICE URESTRUCTandZATIONORGANI TCONTENandIDEAS

4 (Advanced)

3 (Proficient)

2 (Basic)

1 (Below Basic)

contains a strong
controlling idea
addresses topic clearly
demonstrates complexity
through specific and
relevant details, reasons,
and examples
shows clear awareness of
audience and purpose

contains a controlling idea

addresses topic
demonstrates some
complexity through
details, reasons, and
examples
shows awareness of
audience and purpose

contains an idea, but may

lack focus
addresses topic, but
may lack complexity
relies on generalities
rather than specific
details, reasons, and
examples
shows some awareness of
audience and purpose

may contain an
unfocused idea
may address topic, but
lacks complexity
lacks details, reasons,
and examples
shows little or no
awareness of audience
and purpose

uses paragraphing
effectively
includes an effective
beginning, middle, and
end (with an introduction,
thesis, fully-developed
paragraphs, and
conclusion)
progresses in a logical
order and uses cohesive
devices and transitions
effectively
provides specific and
relevant examples and
details to support an
effective thesis

uses paragraphing
appropriately
includes a clear
beginning, middle, and
end (with an introduction,
thesis, fully-developed
paragraphs, and
conclusion)
progresses in a generally
logical order and uses
cohesive devices and
transitions
provides examples and
details to support a clear
thesis

shows evidence of
paragraphing
includes a beginning,
middle, and end (with an
introduction, body, and
conclusion, but other
organizational
elements may be
lacking)
progresses generally in a
somewhat logical order
and may use cohesive
devices and transitions
Lacks sufficient
examples and details to
support a thesis, and
relies on generalities
rather than specifics

may lack evidence of

paragraphing and/or a
sense of direction
may lack a beginning,
middle, and/or end
(organizational elements
are lacking)
does not progress in a
logical order and lacks
cohesion
generally lacks
examples, details, and
specific language
ideas seem strung
together in a random
fashion.

sentences are well-built,

clear, and varied in
structure
writing techniques are
used effectively (such as
parallel structure,
metaphor, allusion, etc.)
demonstrates freshness of
thought and individual
perspective
writing has an effective
flow and rhythm when
read aloud

sentences are clear and

show some variety in
structure
writing techniques are
used
demonstrates some
freshness of thought and
individual perspective
writing sounds clear and
natural when read aloud

sentences are generally

clear but may lack
variety in structure
may lack writing
techniques
may lack freshness of
thought and/or individual
perspective
writing has an
inconsistent flow and
rhythm when read aloud

sentences may be
unclear in structure and
lack variety
shows little evidence of
writing techniques
lacks freshness of
thought and/or individual
perspective
writing lacks flow and
rhythm when read aloud
and is not compelling

*Based upon 6-Trait Writing standards, and aligned with MLS, EOC, and Standards-Based scoring models

CHOICEWORD
TIONSCONVEN

uses precise, vivid

language
words convey the
intended message in an
interesting, varied, and
natural way
modifiers (words and
phrases) are
appropriately and
frequently used to add
depth
generic terms (things,
stuff, everyone, big,
etc.) are avoided
contains few errors in
standard English and
spelling
consistently and
correctly utilizes
conventions of
capitalization,
punctuation, and standard
usage
can be read easily
without pausing to
decipher errors in writing
conventions

uses precise language

words convey the
intended message in an
accurate and natural way
modifiers are
appropriately used to add
depth
generic terms (things,
stuff, everyone, big,
etc.) are generally
avoided

may use imprecise

language
words may fail to convey
the intended message in
an accurate or natural
way
modifiers are seldom or
inappropriately used
and do not add
noticeable depth
generic terms (things,
stuff, everyone, big,
etc.) are used instead of
more precise language

contains some errors in

standard English and
spelling
generally utilizes correct
conventions of
capitalization,
punctuation, and standard
usage
can be read with little to
no pausing to decipher
errors in writing
conventions

contains errors in
standard English and
spelling that may be
distracting
inconsistently utilizes
correct conventions of
capitalization,
punctuation, and standard
usage
cannot be read without
pausing to decipher errors
in writing conventions

uses imprecise language

most of the time
words do not adequately
convey the intended
message in an accurate or
natural way
modifiers are rarely used
and do not add
noticeable depth
generic terms (things,
stuff, everyone, big,
etc.) are frequently used
instead of more precise
language
contains repeated errors
in standard English and
spelling that are
distracting
incorrectly utilizes
conventions of
capitalization,
punctuation, and/or
standard usage
cannot be read without
repeated pausing to
decipher errors in writing
conventions

Note: Per SHS policy, plagiarism on a written assignment results in a score of 0 in all
categories.

Average Proficiency Level for This

Assessment =

*Based upon 6-Trait Writing standards, and aligned with MLS, EOC, and Standards-Based scoring models