Writing Rubric

0-Not Evident

1-Limited

2-Basic

3-Competent

4-Accomplished

Substantiation of Claims

Use little or no evidence to support claims and interpretations

Use incomplete or vaguely developed evidence to only partially support claims and interpretations

Use evidence to support most of the claims and some interpretations

Use relevant evidence from his/her work to support claims and interpretations

Use specific and convincing evidence from his/her work to support claims and interpretations

Language Use

Use language that is unsuitable for the audience and purpose, with little or no awareness of sentence structure

Use language that is vague or imprecise for the audience or purpose, with little sense of voice, and a limited awareness of how to vary sentence structure

Use basic but appropriate language, with a basic sense of voice, some awareness of audience and purpose and some attempt to vary sentence structure

Use language that is fluent and original, with evident a sense of voice, awareness of audience and purpose, and the ability to vary sentence structure

Use stylistically sophisticated language that is precise and engaging, with notable sense of voice, awareness of audience and purpose, and varied sentence structure

Conventions

Demonstrate little or no control of the conventions, making comprehension almost impossible

Demonstrate limited control of the conventions, exhibiting frequent errors that make comprehension difficult

Demonstrate partial control of the conventions, exhibiting occasional errors that do not hinder comprehension

Demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language

Demonstrate control of the conventions with essentially no errors, even with sophisticated language

Continuous Learning

Linked to NAEYC Core Standard 5c.

 

Work lacks an orientation toward inquiry and self-motivation; no involvement and/or skill in collaborative learning; no positive effects on practice/chil outcomes evident.

Work lacks an orientation toward inquiry and self-motivation, showing limited involvement and skill in collaborative learning; few positive effects on practice or child outcomes are evident

Work shows an orientation toward inquiry and self-motivation, showing beginning involvement and skill in collaborative learning; some positive effects on practice or child outcomes are evident.

Work shows an orientation toward inquiry and self-motivation, combined with advancing involvement and skills in collaborative learning; positive effects on practice and child outcomes are evident.

Work shows a strong orientation toward inquiry and self-motivation, combined with extensive involvement and skill in collaborative learning; notable, positive effects of this orientation on practice and children outcomes are evident.