Draft - Writing Rubric

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					                                                                               “College Readiness”
                                                                    (Course Expectation Rubric in WRITING)

                                                                                      Writing Rubric

                                  Does not meet standards                              Meets standards                               Exceeds standards

W1 Understands and                •    Does not use reading and/or forms               •   Uses reading and forms of pre-            •   Uses a variety of strategies to
uses writing as a                      of brainstorming to generate                        writing to generate varied details            generate varied details and ideas.
process.                               details.                                            and ideas.
                                  •    Does not or cannot create a                     •   Usually creates a coherent plan of        •   Always creates a coherent,
                                       coherent plan of major ideas and                    major ideas and supporting points             sophisticated plan of ideas and details
                                       supporting points.                                  to use as a guide in drafting.                to use as a guide for drafting.
                                                                                                                                     •   Uses several stages of revision to
                                  •    Does not use revision as an                     •   Understands the need for revision             make changes that significantly
                                       important part of the process of                    in crafting successful writing and            improve the quality of the writing.
                                       writing.                                            uses it as a vital part of the process.   •   Creates and follows a timeline in
                                  •    Is not able to follow a timeline                •   Is able to follow a timeline in               carrying out the revision process.
                                                                                           carrying out the revision process
W2 Writes clearly and             •    Main idea is unfocussed or missing.             •   Produces a focused main idea.             •   Creates original, focused main ideas.
effectively                                                                                                                          •   Organizes to develop and support
                                  •    Organizes ideas in ways that do not             •   Organizes information to develop              ideas in a sophisticated or unusual
                                       develop and support a main idea.                    and support a main idea.                      way.
                                                                                                                                     •   Most ideas are originally and
                                  •    Develops ideas in overly simple or              •   Demonstrates independent thinking             thoughtfully developed.
                                       banal ways.                                         in the development of ideas.              •   Consistently uses vivid, clear details
                                  •    Rarely uses specific details to                 •   Uses specific details to support              to support general claims.
                                       support more general claims                         more general claims.                      •   Consistently organizes ideas
                                  •    Organizes so that relationships                 •   Usually organizes ideas in a                  coherently.
                                       between ideas are not clear.                        coherent manner.                          •   Uses several strategies to make clear
                                  •    Does not consistently use language              •   Uses language that helps guide the            the relationship among ideas
                                       that guides readers from idea to                    reader from one idea to another.
                                       idea.                                                                                         •   Always writes clear, correct prose
                                  •    Writing is not consistently clear               •   Generates clear, grammatically and
                                       and correct.                                        mechanically correct prose.               •   Produces attractive final copies
                                  •    Produces messy, illegible work.                 •   Produces neat, legible final copies.      •   Uses varied and creative sentence
                                  •    Does not use sentence construction              •   Uses sentence construction suitable           construction suitable to the content.
                                       suitable to the content.                            to the content.

Washington State Board for Community & Technical Colleges http://www.sbctc.ctc.edu/                                                                         Page 1 of 2
Assessment, Teaching & Learning http://www.sbctc.ctc.edu/assess/default.asp
                                                                                “College Readiness”
                                                                     (Course Expectation Rubric in WRITING)

Writing Rubric (continued)         Does not meet standards                             Meets standards                               Exceeds standards

W3 Writes in a variety             •    Chooses details and language                   •   usually chooses details and language      •   always chooses details and
of forms for different                  inconsistent with purpose.                         consistent with a particular public or        language that helps accomplish a
audiences and purposes.                                                                    private purpose.                              particular purpose.
                                   •    Does not modify diction and                    •   modifies diction and level of             •   modifies diction and level of
                                        formality in light of different                    formality in light of different               formality to clearly tailor writing
                                        audiences.                                         audiences.                                    for different audiences
W4 Independently uses              •    Rarely uses writing tools to explore           •   Uses writing tools such as listing,       •   Uses a variety of writing tools to
writing as a tool for                   issues and discover connections.                   brainstorming, mind-mapping,                  explore issues and discover
learning in academic,                                                                      outlining, and journal writing to             connections in many contexts.
personal, and career                                                                       explore issues and discover
situations                                                                                 connections in a variety of contexts.
                                   •    Uses formats that do not fit the               •   Recognizes the appropriate format to      •   Uses a variety of formats in
                                        writing purpose in academic, personal              use in academic, personal and work-           academic, personal and work-
                                        and work-related communication                     related communication.                        related communication.
W5 Analyzes and                    •    Des not usually understand and apply           •   Recognizes, understands, and              •   Consistently applies criteria for
evaluates the                           criteria for effective writing.                    applies criteria for effective writing.       effective writing.
effectiveness of his-her           •    Provides vague or inaccurate                   •   Provides useful feedback to improve       •   Always provides useful, creative
own written work and                    feedback to peers on their writing                 the writing of his/her peers.                 feedback to help peers improve.
that of others.                    •    Makes revisions that do not clearly            •   Makes revisions that improve              •   Always makes extensive revisions
                                        improve development or argument.                   development and effective                     that improve development and
                                                                                           argument.                                     effective argument.
                                   •    Inconsistently corrects clarity and            •   Makes revisions that improve the          •   Corrects clarity and grammar
                                        grammatical mistakes in his/her                    clarity and grammatical correctness           mistakes with little or no
                                        prose.                                             of his/her prose.                             feedback.
W6 Analyzes and                    •    Appears not to understand the                  •   Develops an understanding of the          •   Clearly understands the
evaluates his or her own                importance of writing.                             importance for writing.                       importance of writing
growth as a writer.                •    I not consistently aware of his/her            •   Demonstrates an awareness of              •   Uses an awareness of writing
                                        writing strengths and weaknesses                   his/her strengths and weaknesses as           strengths and weaknesses to grow
                                                                                           a writer.                                     as a writer.
                                   •    Does not gain confidence as writing            •   Demonstrates an increased                 •   Demonstrates improved
                                        ability improves.                                  confidence in his/her ability to              confidence consistent with
                                                                                           communicate through writing.                  improved ability.
                                   •    Does not recognize existing                    •   Recognizes existing information           •   Able to combine existing
                                        information                                                                                      information with original thought.

 Washington State Board for Community & Technical Colleges http://www.sbctc.ctc.edu/                                                                     Page 2 of 2
 Assessment, Teaching & Learning http://www.sbctc.ctc.edu/assess/default.asp