Writing

Writing

Rubric - How am I doing? What can I do to write better? Grades for writing shouldn't be a mystery. Most writing is scored based on some specific criteria. These criteria may be written out and published so you don't have to guess what the expectations are. These are usually called "rubrics".

Most graders are happy to receive submissions that have explicitly follow the requirements spelled out in the rubric.

If there is a rubric provided for a writing assignment, follow it. If you don't understand some of the requirements and the wording used to describe the grading, ask before the assignment is due.

RUBRIC – Florida (FL) WRITES/Writing This a general writing rubric that is scored from 6 for a excellent writing submission to 0. For each Score, there i a comprehensive Description of the requirements for this grade. Some graders will break up a rubric into grades for individual components within the overall writing grade in order to identify specific areas of strength and weakness in the writing.

conveys a sense of completeness and wholeness with adherence to the main idea, and its organizational pattern provides for a logical progression of ideas. The support is substantial, specific, relevant, concrete, and/or illustrative. The paper demonstrates a commitment to and an involvement with the subject, clarity in presentation of ideas, and may use creative writing strategies appropriate to the purpose of the paper. The writing demonstrates a mature command of language (word choice) with freshness of expression. Sentence structure is varied, and sentences are complete except when fragments are used purposefully. Few, if any, convention errors occur in mechanics, usage, and punctuation.
 * 6 - The writing is focused, purposeful, and reflects insight into the writing situation. The paper

ideas, although some lapses may occur. The paper conveys a sense of completeness or wholeness. The support is ample. The writing demonstrates a mature command of language, including precision in word choice. There is variation in sentence structure, and, with rare exceptions, sentences are complete except when fragments are used purposefully. The paper generally follows the conventions of mechanics, usage, and spelling.
 * 5 - The writing focuses on the topic, and its organizational pattern provides for a progression of

material. An organizational pattern is apparent, although some lapses may occur. The paper exhibits some sense of completeness or wholeness. The support, including word choice, is adequate, although development may be uneven. There is little variation in sentence structure, and most sentences are complete. The paper generally follows the conventions of mechanics, usage, and spelling.
 * 4 - The writing is generally focused on the topic but may include extraneous or loosely related

material. An organizational pattern has been attempted, but the paper may lack a sense of completeness or wholeness. Some support is included, but development is erratic. Word choice is adequate but may be limited, predictable, or occasionally vague. There is little, if any, variation in sentence structure. Knowledge of the conventions of mechanics and usage is usually demonstrated, and commonly used words are usually spelled correctly.
 * 3 - The writing is generally focused on the topic but may include extraneous or loosely related

evidence of an organizational pattern may be demonstrated, and the paper may lack a sense of completeness or wholeness. Development of support is inadequate or illogical. Word choice is limited, inappropriate or vague. There is little, if any, variation in sentence structure, and gross errors in sentence structure may occur. Errors in basic conventions of mechanics and usage may occur, and commonly used words may be misspelled.
 * 2 - The writing is related to the topic but include extraneous or loosely related material. Little

listing of related ideas or sentences or both. Little, if any, development of support or an organizational pattern or both is apparent. Limited or inappropriate word choice may obscure meaning. Gross errors in sentence structure and usage may impede communication. Frequent and blatant errors may occur in the basic conventions of mechanics and usage, and commonly used words may be misspelled.
 * 1 - The writing may only minimally address the topic. The paper is a fragmentary or incoherent

No grade or zero - The paper is unscorable because: Technology Education/ Exploring Technology
 * the response is not related to what that prompt requested the student to do.
 * the response is simply a rewording of the prompt.
 * the response is a copy of a published work
 * the student refused to write
 * the response is illegible
 * the response is incomprehensible (words, but no meaning)
 * the response contains an insufficient amount of writing to determine if the student was attempting to address the prompt.
 * the writing folder is blank


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