8th Grade State Analytical Writing Rubric April 24, 2008
State Writing Assessment
IDEAS (X 2) 40% ORGANIZATION (X 1) 20% STYLE (X 1) 20% CONVENTIONS (X 1) 20%
*Consistent focus on assigned topic & purpose. *Organizing strategy is appropriate to the *Sentence carefully crafted to create a tone or *Clear and correct simple, complex, and
*Fully developed controlling idea addresses writer’s topic and assigned genre. “voice” suitable for the writer’s purpose and compound sentences with correct end
all aspects of writing task. *Logical and appropriate sequencing of ideas intended audience. punctuation.
*Supporting ideas and elaborations are relevant within paragraphs and across parts of paper. *Varied, precise, engaging language is *Variety of subordination and coordination.
to the writer’s topic, genre, and audience. *Introduction engages and sets the stage, and appropriate for writer’s topic and audience. *Correct word usage in a variety of contexts:
*Supporting ideas are fully elaborated conclusion provides a sense of closure. *Figurative or technical “content specific” sub-verb agreement, word forms, nouns, adjectives,
throughout paper w/ logical examples & details. *Both introduction and conclusion fit purpose. language to help reader make meaning, or for adverbs, pronoun-antecedent agreement.
*Response contains specific examples and *Related ideas are grouped in a logical manner rhetorical effect. *Correct mechanics: spelling, punctuation,
details that fully address reader concerns and within paragraphs. *Evocative or authoritative voice is sustained. paragraph breaks, and capitalization.
perspective. *Uses effective and varied transitional elements *Extensive variety of sentence lengths, *Infrequent, if any, errors.
*Uses genre-appropriate strategies to develop to link ideas, paragraphs, & sentences. structures, & beginnings.
writer’s ideas.(Expository or Persuasive strategies) *Transitions extend beyond the use of *A variety of genre-appropriate strategies used
5 transitional words and phrases. 5 to engage the reader. 5 5
*Consistent focus on assigned topic and purpose. *Overall organizational strategy or structure is *Language/tone is consistent with writer’s topic, *Correct simple, complex & compound sentences
*Well-developed controlling ideas addresses task. appropriate to the writer’s ideas and purpose. purpose, & genre. with correct end punctuation & few errors.
*Supporting ideas and elaboration are relevant and *Structure guides reader through the text. *Word choice is consistently precise and engaging. *Correct usage with few errors.
logical to the development of the writer’s topic. *Logical sequencing of ideas. *Attention to audience is consistent throughout. *Correct mechanics with few errors.
*Supporting ideas are developed with specific *Introduction set the stage, and conclusion ends *Consistent, distinctive voice. *Errors are generally minor and do not interfere
examples and details. the piece of writing without repetition. *Sentences vary in length/structure/beginnings. with meaning.
*Response contains specific examples and details *Logical grouping of ideas within paragraphs. *Some genre-appropriate strategies engage reader.
that address reader concerns and perspectives. *Varied transitions link ideas & paragraph.
4 4 4 4
*Generally consistent focus on topic and purpose. *Organizational strategy is generally appropriate to *Language /tone generally consistent with writer’s *Sentences & end punctuation generally correct.
*Developed controlling idea addresses the task. the writer’s ideas and purpose of the genre. purpose and appropriate to assigned genre. *Some errors in complex & compound sentences;
*Most supporting ideas and elaborations relevant. *Generally clear sequencing of ideas. *Word choice is generally engaging with few simple sentence errors.
*Supporting ideas are developed with some *Introduction is clear; conclusion provides closure. occasional lapses into simple & ordinary language *Some sentence fragments/run-ons.
examples and details; some parts of paper are well *Related ideas are generally grouped together. *Some awareness of audience, mostly in *Generally correct word usage, but some errors.
developed, others are only partially developed. *Varied transitions link parts of the paper. introduction / conclusion. *Generally correct mechanics, some errors.
*Response contains sufficient information to *Writer’s voice is clear and appropriate. *Few errors interfere with meaning.
address the topic and some reader concerns. *Some variation in sentence length,
structure, & beginnings.
3 3 3 3
*Limited focus on the assigned topic and purpose. *Organizing strategy is formulaic / inappropriate. *Language /tone are uneven. Appropriate in some *Simple sentences formed correctly, but other
*Minimally developed controlling idea. *Minimal evidence of sequencing. parts , but flat throughout most of response. sentences may be incomplete or overloaded.
*Supporting ideas are vague, general, and/or *Introduction lacking or ineffective. *Word choice is simple, ordinary & repetitive *Sentence structure is awkward &/or end
underdeveloped (partially developed or listed). *Conclusion lacking or ineffective. *Limited awareness of audience. punctuation may be missing or incorrect.
*Response lacks sufficient information (due to brevity *Lacks meaningful order of ideas inside paragraphs. *Minimal, inconsistent, or indistinct voice. *May have frequent errors in usage & mechanics
and/or repetition) to provide a sense of completeness. *Limited use of transitions. *Little variation in sentence length/structure. *Some errors interfere with meaning.
*Some points and details may be irrelevant or *Competence limited by brevity of response. *Competence limited by brevity of response. *Competence limited by the brevity of response.
inappropriate for topic, audience, and genre 2 2 2 2
*Lack of focus on the assigned topic and purpose. *No evidence of organization. *Language and tone are flat and/or inappropriate. *Frequent fragments, run-ons; incorrect sentences
*Lack of a controlling idea. *Unclear sequence of ideas. *Word choice is inaccurate, imprecise/confusing. *End punctuation is incorrect or lacking.
*Absence of supporting ideas (or unclear). *Lacks an introduction/conclusion. *Little/no attention to audience. *May contain frequent/severe errors in
*Development is lacking due to brevity/repetition. *Unrelated ideas included within paragraphs. *Writer’s voice is not apparent. usage/mechanics.
*Lacks completeness & fails to address concerns. *Lack of or inappropriate transitions. *Lack of sentence variety. *Errors interfere with obscure meaning.
*Majority of details are irrelevant. *Insufficient student writing. *Insufficient student writing. *Insufficient student writing.
*Insufficient student writing. 1 1 1 1