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	Advanced	Proficient	Partially proficient	Beginning
Ideas	§ Topic sentence is unique § Details make you say “Wow” § Elaborates on central topic yet stays on focus	§ Topic sentence stands out § Has relevant details § Reader can identify the central topic and writer stays focused	§ Topic sentence is evident § Includes details yet reader wants more information § Central topic developed, yet irrelevant details confuse the reader	§ Topic sentence is not evident or it is vague § Little to no details § Topic not clearly defined
Organization	§ Writing has a well crafted beginning/middle/end § Story sequence is well paced § Conclusion provides resolution in a unique way	§ Writing has an identifiable B/M/E § Writing is sequenced in a logical way § Conclusion provides resolution without stating the obvious	§ Writer has not yet developed identifiable B/M/E or reader is required to search for B/M/E. § Sequencing is overwhelming, obvious, or ineffective	§ Writing lacks identifiable B/M/E § Sequencing is lacking § Little to no resolution
Word Choice	§ Language consistently paints a picture for the reader § Writer frequently uses words that enrich the main idea	§ Language brings some visual images to the reader’s mind § Writer chooses words that are accurate to the main idea	§ Writer attempts to paint a picture for the reader § Writer attempts to vary words around the main idea	§ Little to no attempt at painting a picture for the reader § Writer chooses words that are basic
Sentence Fluency	§ The writer consistently uses a variety of sentence lengths	§ Writer successfully experiments with varied sentence length	§ Writer experiments with varied sentence length with some errors	§ Little to no sentence length variation
Voice	§ The writer’s personality is obvious throughout the writing	§ For the most part the writer holds the reader’s attention and writer’s personality begins to emerge	§ Writer has some experimentation with his/her personality	§ Little to no personality coming through in the writing
Conventions	Near flawless use of: § Capital letters § End marks § Commas in a series, introductory clause, dates, cities and states § Subject/verb agreement § Complete sentences § Spelling that is grade appropriate § Spelling on more difficult words is phonetically correct	Mostly correct use of § Capital letters § End marks § Commas in a series, introductory clause, dates, cities and states § Subject/verb agreement § Complete sentences § Spelling that is grade appropriate Spelling on more difficult words is phonetically correct	Inconsistent use of: § Capital letters § End marks § Commas in a series, introductory clause, dates, cities and states § Subject/verb agreement § Complete sentences § Spelling that is grade appropriate Spelling on more difficult words is phonetically correct	Little to no use of: § Capital letters § End marks § Commas in a series, introductory clause, dates, cities and states § Subject/verb agreement § Complete sentences § Spelling that is grade appropriate Spelling on more difficult words is phonetically correct

	Advanced	Proficient	Partially proficient	Unsatisfactory
Ideas Organization	§ Writing is well structured; the main idea stands out; details are clear and concise § Conclusion is strong and provides the reader with resolution	§ Writing has balance; topic has relevant details and is organized in a logical way § Conclusion ties the piece together	§ Writing topic is not thoroughly developed; may read like a collection of thoughts or repetitive § Conclusions may be weak or simply restates the topic	§ Writing topic has not been defined; no supporting details § Lacks conclusion
Word Choice	§ Language consistently paints a picture for the reader § Writer’s frequently uses words that enrich the main idea § Consistently uses strong/specific adjectives	§ Language brings some visual images to the reader’s mind’ § Writer uses words that are accurate and specific to the main idea § Some use of strong adjectives	§ Writer attempts to paint a picture for the reader § Writer attempts to vary words around the main idea § Attempts use of strong adjectives	§ Little to no attempt at painting a picture for the reader § Very basic, simple use of word choice § Adjectives are common repetitive or lacking
Sentence Fluency	§ The writer uses a variety of sentence structure	§ The writer uses accurate sentence structure	§ The sentence structure may be repetitive or omits a few words	§ The writer uses simlple sentence structure, repetitive or many sentence fragments
Voice	§ Text is stimulating, lively and designed to hold the reader’s attention	§ Writer has found his/her voice and for the most part, holds the reader’s attention	§ Writer has not quite found his/her voice, yet some experimenting	§ Little or no voice coming through
Conventions	Near flawless use of: § Paragraph indention § Capital letters § Punctuation marks § Spelling § Subject/verb agreement	Mostly correct use: § Paragraph indention § Capital letters § Punctuation marks § Spelling Subject/verb agreement	Sporadic or inconsistent use of: § Paragraph indention § Capital letters § Punctuation marks § Spelling Subject/verb agreement	Little to no use of: § Paragraph indention § Capital letters § Punctuation marks § Spelling Subject/verb agreement

Proficient

Developing

Beginning

Content

and Organization

§ Topic sentence connects to specified purpose (prompt)

§ Supporting details are relevant and provide information about topic (prompt) in a logical order

§ Conclusion ties up the topic in a logical way (prompt)

§ Topic sentence while there may be weak

§ Some supporting details may lack relevance or not provide enough information

§ Conclusion, while there, may be weak

Lacks the following:

§ Topic sentence

§ Body of paragraph

§ Conclusion

Style

and

Fluency

§ Words are strong, specific and appropriate for the topic

§ Varies sentence structure

§ Words are accurate, but they might be vague

§ Minimal use of strong word choice

§ Sentence structure does not vary

§ Word choice is basic and simple

§ May not be appropriate to the topic

Mechanics

and

Conventions

Near flawless (only one) use of:

§ Capital letters

§ End marks

§ Commas

§ Complete sentences

§ Spelling

§ Language usage

§ Indent paragraph

Errors may be present (two or three), yet do not impede meaning:

§ Capital letters

§ End marks

§ Commas

§ Complete sentences

§ Spelling

§ Language usage

§ No paragraph indent

Numerous errors with:

§ Capital letters

§ End marks

§ Commas

§ Complete sentences

§ Spelling

§ Language usage

Ideas /Content

Organization

Conventions

Ideas /Content/ Language

Organization

Conventions

Content Area Writing Rubric

Short Constructed Response