1. Students: Ingrid Bello Acuña,
Paulina Escobar Aguayo.
This rubric was created to evaluate “an essay”. The idea is to measure both “reading comprehension”
and “writing skill” of the students.
School: Almondale (semi private and bilingual school)
Grade: 2nd Medio.
Level of English: Intermediate.
TASK
Students have to select a book from a list and then they have to write an essay answering the following questions:
1) How is the adolescence process described in the book?
2) Is the main character influenced by the surrounding?
3) How the main character changes through the book? What are the factors that contribute to this change?
The following points will be considered in the evaluation:
 Your essay must be between 900 and 1000 words.
 Use of language.
 Use of evidence (students have to support their ideas with footnotes taken from the book)
 A good structure/layout (The essay must has an introduction, a body and a conclusion)

2. Almondale Writing Rubric
Student’s name: ____________________________________ Score: ________ /16 Mark: _____________
CATEGORY Excellent: 4 Good: 3 Needs improvement: 2 Unsatisfactory: 1
Layout The text follows a coherent Most of text follows a The text hardly ever The essay follows an
structure. Format of text is coherent structure and it is follows a coherent incoherence structure. The
appropriate, with a clear well connected. Format of structure. The absence of format of the text is
introduction and text is not enough the punctuation is in most inappropriate. It is not
conclusion. An excellent appropriate with a not of the text. Use of a few sequenced in order and the
use of paragraphs and enough clear introduction numbers of paragraphs ideas are not well
punctuation. and conclusion. Student which makes difficulties to connected. It has an
uses paragraphs but a follow the sequence of the unclear introduction and
correct punctuation is not text. conclusion.
presence in the whole text.
Use of language Language is clear, making Language is clear in most The text is often difficult Incoherent and impossible
the text coherent and of the text, making the text to follow because of

3. making key ideas easily coherent. But the key ideas language errors and to understand.
identifiable. Grammatical are not so easy to identify. incoherence.
mistakes are minimal and Some grammatical
do not affect meaning. mistakes which slightly
affect the meaning.
Use of evidence Interpretations and themes Most of the interpretations Evidence from the text is Limited and irrelevant
are shown through relevant are shown through relevant limited and/or irrelevant. referencing.
use of the text. References use of the text. The use of Footnotes are not cohesive
are correctly shown using footnotes is well use in with the idea in the essay.
footnotes. The connection most of the text. The
of footnotes is quite connection of footnotes is
cohesive with the ideas in generally cohesive with
the essay. the ideas in the essay.
Coherence The writer has taken pains Sentences are structured Sentence structure and/or Sentence structure, word
to assist and word are word choice choice, lack
the reader in following the chosen to communicate sometimes interfere with of transitions and/or
logic of ideas clearly. clarity. sequencing of
the ideas expressed. Work Sequencing of ideas within Needs to improve ideas make reading and
functions well as a whole. paragraphs and transitions sequencing of ideas understanding
Piece has a clear flow and between within paragraphs and difficult.
paragraphs make the transitions
a sense of purpose.
writer’s points between paragraphs to
easy to follow. make the
writing easy to follow.

4. This rubric is to measure “reading comprehension” and “use of reading skills”
School: Liceo Comercial Tomè (Public high school)
Grade: 1st Medio.
Level of English: lower
TASK
Students have to read a nonfiction story; try to recognize main ideas, characters, and vocabulary. Then, they have to answer
some activities in order to apply reading strategies which were though in class for example one activity will be “find words in the text
that mean the same as the words in this lists” and so on, and after that, they have to retell the story, analyze and explain main facts in
the text for example author`s intention and text`s purpose to their classmates to evaluate reading comprehension.
The following points will be considered in the evaluation:
 Use of strategies which were though in class
 Explanation
 Use comparisons to explain the main idea in the text

5. Liceo Comecial reading Rubric
Student’s name: ____________________________________ Score: ________ /12 Mark: _____________
CATEGORY Excellent: 4 Good: 3 Needs improvement: 2 Unsatisfactory: 1
Use reading strategies to use different reading use some reading use few different reading Don’t use different reading
understand texts strategies to make sense strategies to make sense strategies to make sense strategies to make sense
texts, e.g skim, scan, read texts, e.g skim, scan, read texts, e.g skim, scan for texts
continuously, read closely, continuously for meaning meaning
re read for meaning
Interpretation explain how the text explain how the text explain how the text Don’t explain how the text
affects the reader, its affects the reader, its affects the reader affects the reader nor its
purpose and what the purpose purpose and what the
writer may have intended writer may have intended

6. Analysis Compare the presentation Compare the presentation .Compare the presentation Don’t Compare the
of ideas, values or of ideas, values or of ideas, values or presentation of ideas,
emotions in related or emotions in related or emotions in related texts values or emotions in
contrasting texts and is contrasting texts related or contrasting texts
able to explain how these and is able to explain how
ideas are made sense a text these ideas are made sense
a text
Genres Uses ability to identify Articulates distinctions Reflects on reading Applies tacit genre
texts within and across among genres and their experiences across a knowledge to a variety of
genres, monitoring and characteristic conventions. variety of genres, reading classroom reading
adjusting reading strategies both with and against the assignments in productive,
and expectations based on grain experimentally and if unreflective, ways.
generic distinctions of intentionally.
particular texts.