Grading Rubric for Writing Assignment
Grading Rubric for Writing Assignment
Your professor may use a slightly different rubric, but the standard rubric at AUR will assess your writing according to the following standards:
| |A (4) |B (3) |C (2) | D/F (1/0) |
|Focus: Purpose |Purpose is clear |Shows awareness of purpose |Shows limited awareness of |No awareness |
| | | |purpose | |
|Main idea |Clearly presents a main |There is a main idea |Vague sense of a main idea, |No main idea |
| |idea and supports it |supported throughout most of |weakly supported throughout | |
| |throughout the paper. |the paper. |the paper. | |
|Organization: Overall|Well-planned and |Good overall organization, |There is a sense of |No sense of organization |
| |well-thought out. Includes |includes the main |organization, although some | |
| |title, introduction, |organizational tools. |of the organizational tools | |
| |statement of main idea, | |are used weakly or missing | |
| |transitions and conclusion.| | | |
|Organization: |All paragraphs have clear |Most paragraphs have clear |Some paragraphs have clear |Para. lack clear ideas |
|Paragraphs |ideas, are supported with |ideas, are supported with |ideas, support from examples| |
| |examples and have smooth |some examples and have |may be missing and | |
| |transitions. |transitions. |transitions are weak. | |
|Content |Exceptionally |Well-presented and argued; |Content is sound and solid; |Content is not sound |
| |well-presented and argued; |ideas are detailed, developed|ideas are present but not | |
| |ideas are detailed, |and supported with evidence |particularly developed or | |
| |well-developed, supported |and details, mostly specific.|supported; some evidence, | |
| |with specific evidence & | |but usually of a generalized| |
| |facts, as well as examples | |nature. | |
| |and specific details. | | | |
|Research (if |Sources are exceptionally |Sources are well integrated |Sources support some claims |The paper does not use |
|assignment includes a|well-integrated and they |and support the paper’s |made in the paper, but might|adequate research or if it |
|research component) |support claims argued in |claims. There may be |not be integrated well |does, the sources are not |
| |the paper very effectively.|occasional errors, but the |within the paper’s argument.|integrated well. They are not|
| |Quotations and Works Cited |sources and Works Cited |There may be a few errors in|cited correctly according to |
| |conform to MLA style sheet.|conform to MLA style sheet. |MLA style.. |MLA style, nor listed |
| | | | |correctly on the Works Cited |
| | | | |page. |
|Style: Sentence |Sentences are clear and |Sentences are clear but may |Sentences are generally |Sentences aren’t clear |
|structure |varied in pattern, from |lack variation; a few may be |clear but may have awkward | |
| |simple to complex, with |awkward and there may be a |structure or unclear | |
| |excellent use of |few punctuation errors. |content; there may be | |
| |punctuation. | |patterns of punctuation | |
| | | |errors. | |
| | | | | |
|Style: Word choice, |There is clear use of a |There is an attempt at a |There is little attempt at |No attempt at style |
|Tone |personal and unique style |personal style but style of |style; reads as flat and | |
| |of writing, suited to |writing may be awkward or |perhaps uninteresting in | |
| |audience and purpose; the |unsuited to audience and |content, which is usually | |
| |paper holds the reader’s |purpose; the reader may lose|generalized and clichéd. | |
| |interest with ease. |interest in some sections of | | |
| | |the paper. | | |
|Style: Details and |Large amounts of specific |Some use of specific examples|Little use of specific |No use of examples |
|Examples |examples and detailed |and detailed descriptions. |examples and details; mostly| |
| |descriptions. |May have extended examples |generalized examples and | |
| | |that go on for too long. |little description. | |
|Grammar & Mechanics |Excellent grammar, |A few errors in grammar, |Shows a pattern of errors in|Continuous errors |
| |spelling, syntax and |spelling, syntax and |spelling, grammar, syntax | |
| |punctuation. |punctuation, but not many. |and/or punctuation. Could | |
| | | |also be a sign of lack of | |
| | | |proof-reading. | |
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