Paragraph Writing Rubric - Mrs. Humphrey Website
[Pages:1]Paragraph Rubric
Name: _________________________
Date: _________________________
Title of Work: _______________________________________________________________________
Topic Sentence / Main Idea
Supporting Detail Sentences (3 Body Sentences)
Conclusion / Closing Sentence
Transitions
Use of conventions : (grammar, spelling, punctuation, and terminology)
Comment(s):
1
Student communicates and expresses main idea with limited effectiveness. Topic sentence (Introduction) is unclear and very weak. Supporting details (with evidence, examples, and descriptions) are unclear, not relevant to the text, and not related to the main idea. Student demonstrated limited understanding.
Closing sentence is very weak, unclear and incorrectly placed, and is not restated in the topic sentence and the main idea and is unsuccessful in resolving /summarizing text. Student demonstrated limited understanding. Transitions are used to show the development from one idea to the next paragraphing with limited effectiveness.
Uses conventions, vocabulary, and terminology of the discipline with limited effectiveness [major spelling/grammar errors ( 4 and more errors)]
Criteria
2
3
Student communicates Student communicates
and expresses main
and expresses main
idea with some
idea with considerable
effectiveness. Topic effectiveness. Topic
sentence (Introduction) sentence (Introduction)
is somehow clear and is clear and effective.
effective.
Supporting details (ex. Supporting details (ex.
evidence, examples, evidence, examples,
descriptions) are
descriptions) are
somehow clear,
effective, mostly
sometimes relevant to relevant to text,
text, and sometimes complex, and are
related to the main
related to the main
idea. Student
idea. Student
demonstrated some
demonstrated
understanding.
considerable
understanding.
Closing sentence is
Closing sentence is
unclear and incorrectly strong, clearly restated
placed, and is
in the topic sentence
somehow restated in and the main idea, and
the topic sentence and is sometimes
the main idea, and is successful in
somehow successful in resolving/summarizing
resolving
text. Student
/summarizing text.
demonstrated
Student demonstrated considerable
some understanding. understanding.
Transitions are used to Transitions are used to
show the development show the development
from one idea to the from one idea to the
next paragraphing with next paragraphing with
some effectiveness.
considerable
effectiveness.
Uses conventions,
Uses conventions,
vocabulary, and
vocabulary, and
terminology of the
terminology of the
discipline with some discipline with
effectiveness [some
considerable
spelling/grammar
effectiveness [few
errors (3 errors)]
spelling/grammar
errors (2 errors)]
4
Student communicates and expresses main idea with a high degree of effectiveness. Topic sentence (Introduction) is very strong and very effective. Supporting details (ex. evidence, examples, descriptions) are consistently specific, relevant to text, complex, often insightful, and closely related to the main idea. Student demonstrated thorough understanding.
Closing sentence is very strong, very clearly restated in the topic sentence and the main idea, and is successful in resolving / summarizing text. Student demonstrated thorough understanding.
Transitions are used to show the development from one idea to the next paragraphing with a high degree of effectiveness. Uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness (no spelling/grammar errors)
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