Score

4

The writing is clear and focused. It holds the reader's attention. Main ideas are developed by supporting details suitable to audience and purpose. The writer does most or all of the following:

• clearly addresses topic, purpose (mode), and audience;
• provides thorough, balanced, relevant support of topic;
• provides strong, credible support (details, or examples, and/or fact) using appropriate resources;
• selects details/ideas which go beyond the obvious or predictable; shares insights.

3

The writing is mostly focused, and the reader can easily understand the main idea. Support is present although it may be too general. The writer does most or all of the following:

• generally addresses the topic, purpose (mode), and audience;
• provides support which at times may be too general or out of balance with the main idea;
• generally provides credible support ( details, and/or examples, facts); may use appropriate resources;
• expresses mostly predictable details/ideas; may occasionally share insights. 

2

The ideas are somewhat unclear or the attempted development is minimal, too simple, irrelevant, or incomplete. The writer does most or all of the following:

• attempts to address the topic, purpose (mode), and audience;
• attempts support but may be limited or irrelevant;
• provides evidence which is not supported by credible resources;
• limits details/ideas to the predictable.

1

The ideas are unclear, inconsistent, and/or lack a central theme and/or purpose. The writer does most or all of the following:

• shows little attempt to address the topic, purpose (mode), or audience;
• includes little or no support;
• expresses only simplistic or random ideas.

Score

4

The organization enhances the central ideas; the sequence and structure are strong and move the reader through the text. The writer does most or all of the following:

• selects an organizational structure that advances the purpose (mode) and is appropriate for the audience;
• constructs an inviting introduction/opening and a satisfying conclusion;
• selects effective transitions which clearly show how ideas connect among all elements (sentences and paragraphs);
• employs well-controlled, purposeful pacing.

3

The organization is generally clear and logical; a structure is present but may be predictable. The writer does most or all of the following:

• uses an organizational structure that fits the purpose (mode) and audience;
• develops a recognizable beginning that may not be particularly inviting and/or a conclusion that may lack insight or overview;
• provides adequate transitions which serve to connect ideas but may be stilted or formulaic;
• pacing is fairly well controlled, but at times the writer may speed up or slow down without a sense of purpose.

2

The writer has made an attempt to organize the text, but the overall structure may be inconsistent. The writer does most or all of the following:

• uses a structure that is not always consistent with the purpose (mode) and/or audience;
• writes a beginning and/or conclusion which is undeveloped or too obvious;
• provides weak, overused, or ineffective transitions;
• demonstrates little knowledge of pacing; all parts of the text seem equally important.

1

The writing lacks organizational structure and may be haphazard and/or disjointed. The writer does most or all of the following:

• uses a structure that is not appropriate for purpose (mode) and/or audience;
• provides no apparent beginning and/or conclusion;
• provides transitions that are poorly chosen or fails to provide transitions;
• demonstrates no knowledge of pacing.

Score

4

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer demonstrates commitment to the topic, purpose, and audience. There is a clear sense of "writing to be read." The writer does most or all of the following:

• creates a strong interaction with the reader. There is a sense of a person and a purpose behind the words;
• demonstrates a strong audience awareness which communicates the message effectively, and an appropriate voice or tone is consistently employed;
• brings the topic to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense; may share insights.

3

The writer's voice is present. The writer seems committed to the topic, and there may be a sense of "writing to be read." The writer does most or all of the following:

• interacts with the reader; at times there is a sense of a person and purpose behind the words;
• demonstrates a sense of audience and seems to be aware of the reader, but may not consistently employ an appropriate tone or voice;
• may employ liveliness, sincerity, or humor when appropriate; at times, the writing may be either too casual, personal, formal, or stiff.

2

The writer's voice may emerge at times. The writer's commitment to the topic seems inconsistent, and there is little sense of "writing to be read." The writer does most or all of the following:

• seldom provides a sense of interaction between reader and writer; there is little sense of the person and purpose behind the words;
• demonstrates a limited sense of audience or fails to use an appropriate tone or voice;
• uses a voice that is likely to be overly informal and personal or too impersonal and flat.

1

The writer's voice provides little, if any, sense of involvement or commitment, and there is no sense of "writing to be read." The writer does most or all of the following:

• shows no sense of interaction between reader and writer; it is hard to sense the person and purpose behind the words;
• demonstrates no audience awareness;
• uses a voice that is consistently flat, lifeless, and impersonal.

Score

4

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer does most or all of the following:

• chooses specific, accurate language which seems natural; uses ordinary words in an unusual way;
• chooses fresh, lively, vivid expressions;
• includes the purposeful, effective selection of figurative language and/or slang.

3

The variety of words employed is functional and appropriate to audience and purpose. The writer does most or all of the following:

• mainly uses familiar words or phrases; may occasionally employ ordinary words in an unusual way;
• attempts to use fresh, vivid expressions although they may be ineffective and/or cliched;
• attempts to use figurative language which may occasionally seem overdone or ineffective.

2

Language is predictable, ordinary, and/or imprecise, and at times may not be appropriate for intended audience and/or purpose. The writer does most or all of the following:

• uses words that are colorless, flat, or imprecise, e.g. fun, thing, a lot, nice; language may be repetitious or misused;
• relies on predictable vocabulary;
• uses little figurative language; images, if present, are fuzzy.

1

Language is limited, monotonous, and/or misused; only the most general kind of message is communicated. The writer does most or all of the following:

• uses an extremely limited range of words;
• relies upon words that do not fit the text; they may be imprecise, inadequate, or just plain wrong;
• makes no attempt to use figurative language; uses general, vague words that fail to communicate.

Score

4

Sentences are well built, with strong and varied structures that invite oral reading. The writer does most or all of the following:

• shows stylistic control; dialogue and fragments, if used, sound natural;
• utilizes appropriate cadence for the genre/mode;
• varies the sentence structure, length, and beginnings to strengthen the meaning of the text and draw attention to key ideas.

3

The text flows; sentence patterns are somewhat varied and contribute to the ease of reading aloud. The writer does most or all of the following:

• shows occasional lapses in stylistic control; dialogue, if used, may sometimes sound stilted;
• moves the reader easily through the text, though perhaps without rhythm or grace;
• varies patterns of sentence structure, length, and beginnings; sentences are functional but may sometimes lack energy. 

2

The sentence structure tends to be mechanical rather than fluid; occasional awkward constructions may force the reader to slow down or reread. The writer does most or all of the following:

• shows little awareness of stylistic control; dialogue does not sound natural; run-ons and/or fragments may impede readability;
• forces the reader to reread in place in order to make sense of the writing;
• uses limited variety in sentence structure, length, and beginnings but may fall into repetitious patterns; structures may sometimes cause reader to hunt for meaning.

1

The writing is difficult to follow or read aloud; sentences tend to be incomplete, run-on, or awkward. The writer does most or all of the following:

• shows no awareness of stylistic control; confusing word order is often jarring and/or irregular;
• requires the reader to reread several times in order to make sense of the writing;
• uses little or no variety in sentence structure, length, and beginnings; sentence structure may obscure meaning.

Score

4

The writing demonstrates strong control of standard writing conventions and uses them effectively to enhance communication. Errors are so few and minor that the reader can easily skim right over them unless specifically searching for them. Little editing is needed. The writer does most or all of the following:

• selects effective punctuation that guides the reader through the text;
• uses correct spelling, even of more difficult words;
• uses capitalization that is correct;
• consistently plans paragraph breaks that reinforce organization and meaning;
• writes with correct grammar and usage that contribute to clarity and style.

3

The writing demonstrates reasonable control of standard writing conventions. There may be a few errors, but they do not impede readability. Some editing is needed. The writer does most or all of the following:

• utilizes correct end-of-sentence punctuation; internal punctuation may be incorrect;
• uses spelling that is usually correct, especially of common words;
• uses basic capitalization that is correct (e.g., proper nouns, beginnings of sentences, "I")
• employs paragraph breaks that, in general, reinforce the organizational structure;
• makes occasional errors in grammar and usage; problems are not severe enough to distort meaning or cause confusion.

2

The writing demonstrates limited control of standard writing conventions. Errors begin to impede readability. Significant editing is needed. The writer does most or all of the following:

• makes many end-of-sentence punctuation errors; internal punctuation contains frequent errors;
• makes spelling errors that distract the reader; misspells common words;
• capitalizes inconsistently and often incorrectly;
• runs paragraphs together or inserts paragraph breaks ineffectively;
• makes errors in grammar and usage that interfere with readability and meaning.

1

The writing demonstrates little or no control of standard writing conventions. The severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. Extensive editing is needed. The writer does most or all of the following:

• uses haphazard or incorrect punctuation, or punctuation is omitted;
• makes frequent spelling errors that significantly impair readability;
• uses capitalization which appears to be random;
• inserts paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of text;
• makes errors in grammar and usage that block the meaning and/or distract from the piece of writing.