Conventions

Language

Organization

Development

Ideas

Processed Writing Rubric Grades 9 - 12

6 Exemplary
Accurate, complex, and in-depth
understanding of the topic,
audience, and purpose
Sharp focus on a specific, clear,
compelling thesis/controlling idea
Insightful and thorough
development of ideas
Uses effective context
Uses unique, specific, relevant
evidence/ source material
Purposefully interprets the
evidence
Perceptively analyzes how the
evidence supports a paragraphs
claim or main idea

5 Advanced
Accurate and complete
understanding of the topic,
audience, and purpose
Consistent focus on a clear and
specific thesis/ controlling idea
Clear and consistent development
of ideas
Uses effective context
Uses specific, relevant evidence/
source material
Effectively interprets evidence
Effectively analyzes how
evidence supports a paragraphs
claim or main idea

4 Proficient
Accurate understanding of the
topic, audience, and purpose
Consistent focus on a clear
thesis/controlling idea

If appropriate for audience and

purpose Perceptively examines
different perspectives on the issue
and responds to alternate or
opposing claims.
Apt, original organization supports
the writers purpose
Has a compelling introduction,
body, and conclusion that hook
and hold the readers attention
Has topic sentences that
progressively frame angles on the
thesis/controlling idea
Has a logical and intuitive
sequence of paragraphs and ideas
within paragraphs
Skillfully uses transition words/
phrases/sentences to clarify logic
between and within paragraphs.

If appropriate for audience and

purpose Effectively examines
different perspectives on the issue
and responds to alternate or
opposing claims.
Clear, effective organization aligns
with the writers purpose
Has an effective introduction,
body, and conclusion that hook
and hold the reader
Has topic sentences that work
together to develop angles on the
thesis/controlling idea
Has a logical sequence of
paragraphs and ideas within
paragraphs
Effectively uses transition
words/phrases/sentences to
support logic or flow between and
within paragraphs.

If appropriate for audience and

purpose Adequately addresses
different perspectives on the issue
and responds to alternate or
opposing claims.
Predictable, formulaic
organization that matches
purpose generically
Has a logical introduction, body,
and conclusion that moderately
hook and hold the reader
Has topic sentences that state
the angle to be pursued to
support the thesis.
Has a mostly logical sequence of
paragraphs and ideas within
paragraphs
Uses sufficient and appropriate
transition words/phrases to
support the logic or flow between
and within paragraphs.

Precise, engaging, and

sophisticated diction with a strong
sense of voice and keen
awareness of audience/purpose
Varied sentences that enhance
and ensure the readers
understanding and enjoyment
Very few or no grammatical or
mechanical errors
Accurate and smooth
documentation
Accurate formatting

Precise and engaging diction

with an awareness of audience
and purpose
Effective, varied sentences that
support the readers
understanding and engagement

Appropriate diction with

awareness of audience and
purpose
Clear and mostly varied
sentences that support the
readers understanding but not
always engagement
Some minor but noticeable
grammatical or mechanical errors
Mostly accurate and smooth
documentation
Mostly accurate formatting

Rev. 12/9/13

Few grammatical or mechanical

errors
Almost entirely accurate and
smooth documentation
Almost entirely accurate
formatting

Adequate and accurate

development of ideas
Uses appropriate context
Uses relevant evidence/source
material
Interprets the evidence
Clearly connects the evidence to
support a paragraphs claim or
main idea

3 Nearing Proficiency
General understanding of the
topic, audience, and purpose ,
possibly with some inaccuracy
Focus on a general
thesis/controlling idea
Brief or partial development of
ideas
Uses general context
Uses evidence/source material
that is sometimes general or less
relevant
Inconsistently interprets the
evidence (too broad or too
shallow) or interprets with
occasional inaccuracy
Inconsistently or loosely
connects the evidence to a
paragraphs claim or main idea
If appropriate for audience and
purpose Acknowledges different
perspectives on the issue and
alternate or opposing claims.
Simple organization based on
categories to support purpose
Has an introduction, body, and
conclusion that do not engage the
reader
Has topic sentences that are too
general/simple to support the
thesis or controlling idea.
Has paragraphs, but the
sequence of the paragraphs or the
sequence of the ideas within them
may be illogical.
Uses simple or obvious
transition words to make
connections between and within
paragraphs
Basic diction and/or inconsistent
awareness of audience or purpose
Technically correct, somewhat
varied sentences that lack
specificity, hindering engagement
and occasionally understanding
Some distracting grammatical or
mechanical errors that affect
reading or message
Somewhat accurate
documentation
Somewhat accurate formatting

2 Developing
Partial understanding of the
topic, audience, and purpose.
Inconsistent focus on a
thesis/controlling idea
Some development of ideas
attempted
Uses minimal or unclear context
Uses insufficient, unclear,
repetitive, and/or irrelevant
evidence/source material
Inaccurately or irrelevantly
interprets the evidence
Rarely or inaccurately connects
evidence to a paragraphs claim or
main idea
If appropriate for audience and
purpose Clearer
acknowledgement of different
perspectives on the issue and
opposing claims is needed
Inconsistent use of structure to
support purpose
Needs one of the following: a
complete introduction, body, or
conclusion
Has topic sentences that may be
simple statements of fact or may
not match the focus of the
paragraph they introduce.
Has paragraphs, but the
sequence of the paragraphs or the
sequence of the ideas within them
cause serious confusion.
Needs more transition words/
phrases to clarify logic or increase
flow between and within
paragraphs.
Sometimes unclear, imprecise,
inaccurate and/or unsuitable
diction for the audience or
purpose
Overuse of simple sentences
that disengages and limits the
readers understanding
Frequent distracting
grammatical or mechanical errors
that affect reading or message
Infrequent or inaccurate
documentation
Inaccurate formatting

1 Beginning
Needs an understanding of the
writing topic, audience, and
purpose
Needs focus on a
thesis/controlling idea
Needs development of ideas
Needs context
Needs specific, relevant, and
thorough evidence/source
material
Needs interpretation
Needs logical analysis of
evidence to support a paragraphs
claim or main idea

If appropriate for audience and

purpose - Acknowledgement of
different perspectives on the issue
and opposing claims is needed.
Needs structure to support
purpose
Needs an introduction, body,
and conclusion
Needs topic sentences
Needs separate paragraphs in a
logical sequence
Needs transition words/phrases
to clarify the logic or increase the
flow between and within
paragraphs

Unclear, imprecise, inaccurate or

inappropriate diction for the
audience or purpose
Unclear sentences that
consistently confuse the reader
Serious, frequent grammatical
and mechanical errors that make
reading an effort
Missing documentation
Missing formatting

Parkway Revision of Greece Central Expository, ACT, EOC and Common Core rubrics