The document provides rubrics for evaluating research papers, creative writing, and general writing assignments. The research paper rubric assesses content, organization, introduction/conclusion, and mechanics. Areas of evaluation include focus, support/elaboration, organization, and use of references. The creative writing rubric rates ability to engage the reader, originality, maintaining interest, clarity, and mechanics. A general writing rubric evaluates organization, development, sentence structure, word choice/grammar, and mechanics. Scores range from 1 to 6, with higher scores reflecting more proficient writing in the rated areas.

1. Research Paper Rubric A
Content
Exceeds Standard Meets Standard Near Standard Below Standard
Focus
- Thesis demonstrates original
thinking and is well developed
- Thesis is established and
is developed
- Thesis is partially
established or not developed
- Thesis is vague, unclear,
or shows little direction
Support &
Elaboration
- The position is richly supported
with relevant information from
each of the source materials
- Clear and detailed analysis of
evidence is grounded in the
source materials
- The position is well
supported, using relevant
information from each of
the source materials
- Thoughtful analysis of
evidence grounded in
source material
- The position is somewhat
supported and may not use
relevant information from
each of the source materials
- Limited analysis or choice
of evidence grounded in
source material
- The position is not
supported by the source
materials, OR the
information is not relevant,
OR the support provided is
copied verbatim or cut and
pasted
- Inadequate analysis or
choice of evidence
grounded in source material

2. Organization
- Thesis is highly supported by
the body of the paper
- Thesis is reiterated and
expanded in the conclusion
- Thesis is supported by
the body of the paper
- Thesis is reiterated in the
conclusion
- Thesis is only partially
supported by body of the
paper
- Thesis is alluded to in the
conclusion
-Thesis is not supported by
the body of the paper
- Thesis is not evident in the
conclusion
Introduction,
Topic
Sentenc
es, &
Conclusi
on
- Engaging opening introduces
the essay’s topic and inspires
thinking; logically proceeds to
thesis
- Each topic sentence clearly
connects to the thesis and offers
an identifiable, well-phrased
idea to be proven in the
paragraph
- Generally engaging
opening; presentation of
general topic OR transition
between general opening
and specific thesis
statement may need
developing
- Each topic sentence
generally connects to the
thesis but the main idea
may need to be clarified
- Opening is functional but is
too brief and/or simplistic;
topic is apparent but needs
further development
- Some of the topic
sentences clearly connect to
the thesis and offer well-
phrased ideas to be proven
in the paragraphs
- Opening is ineffective,
poorly organized, and
undeveloped; lack of
transition from topic to
thesis
- Topic sentences are
absent OR they consistently
lack focused ideas and
don’t connect back to the
thesis

3. Research Paper Rubric B
Mechanics
Conventions
of English
• Writing is clear and uses
precise language
• Exceptional conventions
of grammar and usage
• Exceptional use of
mechanics (spelling,
punctuation,
capitalization)
Uses:
• Clear language, varied
sentence structure and
smooth transitions
• Appropriate conventions
of grammar and usage
• Appropriate mechanics
(spelling, punctuation,
capitalization)
• Generally uses clear
language, but contains
some grammatical
errors, fragments and/or
run-ons
• Limited competency in
grammar and usage
• Limited use of
mechanics (spelling,
punctuation,
capitalization)
• Grammatical errors
and/or sentence
structure frequently
hinder comprehension
to a major degree
• Lack of competency in
grammar and usage
• Lack of competency in
mechanics (spelling,
punctuation,
capitalization)
References,
Works
Cited, &
Paper
Format
• Utilizes credible sources
from books, magazines,
Internet, and database
beyond minimum to
support thesis
• Works Cited follows MLA
Style in all areas
• All sources are
documented and all
contain the necessary
information
• Paper follows MLA Style
in all areas
• Utilizes minimum (3)
credible print, Internet,
and database sources
to support thesis
• Works Cited follows
MLA Style (-1 area)
• All sources are
documented, and most
have the necessary
information
• Paper follows MLA Style
(-1 area)
• Utilizes too few (2)
credible print, Internet,
or database sources to
support thesis
• Works Cited mostly
follows MLA Style (-2
areas)
• All sources are
documented, but some
are missing the
necessary information
or it is inaccurate
• Paper mostly follows
MLA Style (-2 areas)
• Utilizes only 1 credible
print, Internet, or
database source to
support thesis
• Works Cited fails to
follow MLA Style (-3 or
more areas)
• None of the sources are
documented with the
necessary information
• Paper fails to follow
MLA Style (-3 or more
areas)

4. Creative Writing Rubric
Extraordinary A Accomplished B Competent C Unsatisfactory D
Ability To
Catch
Attention
Captures reader's attention
from first sentence,
paragraph, or line; reader
wants to continue reading
Gets reader's attention
with first sentence,
paragraph, or line, draws
reader into the rest of
piece.
First sentence,
paragraph, or line lacks
the ability to draw the
reader into the piece;
reader may not keep
reading.
First sentence, paragraph, or line
not only lacks interest for the
reader but also contains a cliché
idea/image (or worse, no ideas or
images).
Originality
Impresses the reader from
beginning to end through
original and interesting use of
ideas, plot, language,
dialogue, imagery, character
development, etc. No clichés
or stereotypes.
Interests the reader with
some original and
interesting use of ideas,
language, plot, imagery,
character development,
etc. Contains a few clichés
or stereotypes.
Offers little originality in
ideas, language, plot,
imagery, etc. May contain
many clichés and/or
stereotypes. Reader may
lose interest.
Lacks originality in ideas,
language, plot, imagery, etc.
Filled with clichés and/or
stereotypes. Reader sees the
piece as “spinning its wheels” -
not developing anything as it
goes.
Maintenance
of Interest
Succeeds in getting the
reader to care about its
outcome by being engaged in
a significant problem,
dilemma, or paradox that
needs to be addressed and
gets reader involved.
Possesses a quality that
keeps reader reading--
possibly, engaged in a
problem, dilemma, or
paradox that needs to be
addressed.
Lacks the ability to keep
the reader reading;
problem, dilemma, or
paradox presented may
seem trivial at times.
Lacks the ability to hold reader
interest; fails to present problem,
dilemma, or paradox. Writer may
seem as uninterested in the
work.
Clarity
Challenging and requiring
reader interpretation, it has a
clarity that leaves no
questions in the reader's
mind. (i.e. Why is a certain
character doing that?)
Has a clarity that leaves
few surface questions in
the reader's mind. (i.e.
Why is a certain character
doing that?)
Leaves several surface
questions in the reader's
mind. (i.e. "Why is a
certain character doing
that?")
Is unclear because of significant
and unintentional gaps or
contradictions in logic, plot,
character, imagery, voice, point
of view, setting, etc.
Mechanics Contains no errors in
grammar, usage, or
mechanics (unless used for
Contains few errors in
grammar, usage, or
mechanics (aside from
Contains errors in
grammar, usage, or
mechanics; that interfere
Contains many errors in
grammar, usage, and mechanics;
errors block understanding.

5. artistic purposes)
those used for artistic
purposes)
with reading.
Writing Rubric
Personal Narrative
Directions: Reread your personal narrative. Use this rubric to help you improve it. Check the sentences
that describe your narrative.
Loud and Clear
A
Sounding Stronger
B
Turn Up the Volume
C
I did Nothing
D = F
- The beginning is
catchy and intriguing.
- Flashback fits in
smoothly.
- I present the events in
the middle in
chronological order.
- No event goes off
track of the narrative
- I bring the narrative
alive with strong details.
- My personal voice
comes through clearly.
- The ending wraps up
my narrative.
- My writing has very
few grammar or spelling
mistakes.
- My beginning could
be more interesting.
- Flashback needs a
smoother transition into
the narrative.
- Some events in the
middle are out of order.
- Here and there, the
narrative wanders off the
main topic.
- I've used details, but I
need more.
- Some passages have
voice, but others sound
flat.
- I need an ending that
fits the narrative.
- I have some mistakes
to correct.
- The beginning is
dull.
- Flashback isn't
working.
- The sequence of
events doesn't make
sense.
- Not much happens. I
use few details. A
narrative doesn't take
shape.
- There is no middle
- My personal voice is
missing.
-The story trails off. It
needs a solid ending.
- I have so many
mistakes that the story is
hard to read.
- There is no real
beginning
- I only wrote a
few sentences
- There is no
sequence to my
sentences
- There is no story
to tell
- The only thing I
organized were my
excuses

7. Matrix Rubric
Scores ORGANIZATION DEVELOPMENT
SENTENCE
STRUCTURE
WORD CHOICE/
GRAMMAR USAGE
MECHANICS
6
Exemplary
- Strategically placed
topic sentence
- Clear and logical
order
- Strong introductory,
supporting and
concluding paragraph
- Sophisticated
transition within and
between sentences,
ideas and paragraphs
-Sophisticated development
of the topic for: narrative,
descriptive writing; thesis
statement, informative or
persuasive writing
-Well executed progression
of ideas with strong use of
examples, evidence or
relevant details as well as
use of analogies,
illustrations or anecdotes
- Sophisticated and
well controlled
sentences
- Sentence variation
(simple, compound,
complex, compound-
complex)
-Variation of phrases
and clauses
Vivid, precise,/concise,
relevant, and consistent
grammar usage
-Subject/verb agreement
-Singular/plural nouns
-Verb (tense and usage)
-Pronoun usage
-Adjective/Adverb
May have
minor errors in:
Punctuation
Capitalization
Spelling
•Needs little or
no editing
5
Effective
- Effectively placed
topic sentence
- Clear and logical
order
- Introductory,
supporting and
concluding paragraph
- Purposeful
transition within and
between sentences,
ideas and
paragraphs
- Appropriate development of
the topic for narrative and
descriptive writing; or thesis
statement, development of
informative and persuasive
writing
- Clear progression of ideas;
use of examples, evidence or
relevant details and use of
analogies, illustrations or
anecdotes
-Complete and
correct sentences
-Sentence variation
(simple, compound,
complex, compound-
complex)
-Variation of phrases
and clauses
•Appropriate,
precise/concise, clear
•Mostly consistent
grammar usage
-Subject/verb agreement
-Singular/plural nouns
-Verb (tense and usage)
-Pronoun usage
-Adjective/Adverb
Few errors in:
Punctuation
Capitalization
Spelling
•Needs some
editing
4
Adequate
- Clearly stated topic
sentence
- Evidence of a logical
order : Introductory,
supporting and
concluding paragraph
- Appropriate
transition within and
between sentences,
ideas and
paragraphs
- Sufficient development of
the topic for narrative and
descriptive writing; or thesis
statement and development
of informative and persuasive
writing
-Progression of ideas, use of
examples, relevant details,
analogies, illustrations or
anecdotes
-Complete and
correct sentences
-Sentence variation
(simple, compound,
complex, compound-
complex)
Variation of phrase
and clauses
•Appropriate, specific
•Somewhat consistent
grammar usage
 Subject/verb
agreement
 Singular/plural nouns
 Verb (tense and
usage)
 Pronoun usage
 Adjective/Adverb
• Some errors
Punctuation
Capitalization
Spelling
• Needs editing
but it can be
read

9. 3
Limited
-Poorly stated topic
sentence
-Some evidence of
organization
-Introductory
paragraph and
concluding paragraph
with limited
supporting
paragraphs
-Repetitive use of
transition
• Limited development of the
topic for narrative and
descriptive writing; or thesis
statement and development
of informative and
persuasive writing
• Limited progression of ideas
or use of examples,
evidence and/or relevant
details
• Limited use of analogies,
illustrations or anecdotes
- Minor errors in
sentence structure
- Limited sentence
variation (simple,
compound,
complex,
compound-
complex)
- Limited use of
phrases and
clauses
•Vague, redundant,
simplistic
•Several inconsistencies
in grammar usage
-Subject/verb agreement
-Singular/plural nouns
-Verb (tense and usage)
-Pronoun usage
-Adjective/Adverb
• Frequent
errors
Punctuation
Capitalization
Spelling
•Begins to be
hard to
read
2
Minimal
- Lack of acceptable
topic sentence
- Lacks clear
organizational
pattern, sequencing
of ideas and/or
paragraphing
- Lacks introductory
paragraph,
supporting
paragraphs and/or
concluding
paragraph
- Ineffective or
overused transition
• Minimal development of the
topic for narrative and
descriptive writing; or thesis
statement and development
of informative and
persuasive writing
• Lacks a logical progression
of ideas with minimal use of
examples, and/or relevant
details
• Minimal use of analogies,
illustrations or anecdotes
• Contains fragments
and/or run-ons
• Minimal sentence
variation and errors
in sentence
structure detract)
• Minimal use of
phrases and
clauses
•Inadequate, imprecise,
repetitive
•Frequent
inconsistencies in
grammar usage
 Subject/verb
agreement
Singular/plural nouns
Verb (tense and usage)
Pronoun usage
Adjective/Adverb
Consistent
errors in:
Punctuation
Capitalization
Spelling
• Impedes
readability
1
Inadequate
- Lacks stated topic
- No logical pattern;
difficult to follow
- Inadequate
paragraphing
- Little or no
transition
-Little or no development of
the topic for narrative and
descriptive writing; unclear
thesis statement and
development of informative
and persuasive writing
-Unclear or no focus; few or
no examples, evidence and/or
relevant details and little use
of analogies, illustrations or
anecdotes
• Contains numerous
fragments and/or
run-ons
• Little or no
sentence variation
Little or no use of
phrases and
clauses
-Rambling,
inappropriate, incorrect,
unclear
-Inconsistencies in
grammar usage
-Subject/verb agreement
-Singular/plural nouns
-Verb (tense and usage)
-Pronoun usage
-Adjective/Adverb
•Serious and
consistent
errors
Punctuation
Capitalization
Spelling
• Impedes
understandin
g/communica
tion

10. 3
Limited
-Poorly stated topic
sentence
-Some evidence of
organization
-Introductory
paragraph and
concluding paragraph
with limited
supporting
paragraphs
-Repetitive use of
transition
• Limited development of the
topic for narrative and
descriptive writing; or thesis
statement and development
of informative and
persuasive writing
• Limited progression of ideas
or use of examples,
evidence and/or relevant
details
• Limited use of analogies,
illustrations or anecdotes
- Minor errors in
sentence structure
- Limited sentence
variation (simple,
compound,
complex,
compound-
complex)
- Limited use of
phrases and
clauses
•Vague, redundant,
simplistic
•Several inconsistencies
in grammar usage
-Subject/verb agreement
-Singular/plural nouns
-Verb (tense and usage)
-Pronoun usage
-Adjective/Adverb
• Frequent
errors
Punctuation
Capitalization
Spelling
•Begins to be
hard to
read
2
Minimal
- Lack of acceptable
topic sentence
- Lacks clear
organizational
pattern, sequencing
of ideas and/or
paragraphing
- Lacks introductory
paragraph,
supporting
paragraphs and/or
concluding
paragraph
- Ineffective or
overused transition
• Minimal development of the
topic for narrative and
descriptive writing; or thesis
statement and development
of informative and
persuasive writing
• Lacks a logical progression
of ideas with minimal use of
examples, and/or relevant
details
• Minimal use of analogies,
illustrations or anecdotes
• Contains fragments
and/or run-ons
• Minimal sentence
variation and errors
in sentence
structure detract)
• Minimal use of
phrases and
clauses
•Inadequate, imprecise,
repetitive
•Frequent
inconsistencies in
grammar usage
 Subject/verb
agreement
Singular/plural nouns
Verb (tense and usage)
Pronoun usage
Adjective/Adverb
Consistent
errors in:
Punctuation
Capitalization
Spelling
• Impedes
readability
1
Inadequate
- Lacks stated topic
- No logical pattern;
difficult to follow
- Inadequate
paragraphing
- Little or no
transition
-Little or no development of
the topic for narrative and
descriptive writing; unclear
thesis statement and
development of informative
and persuasive writing
-Unclear or no focus; few or
no examples, evidence and/or
relevant details and little use
of analogies, illustrations or
anecdotes
• Contains numerous
fragments and/or
run-ons
• Little or no
sentence variation
Little or no use of
phrases and
clauses
-Rambling,
inappropriate, incorrect,
unclear
-Inconsistencies in
grammar usage
-Subject/verb agreement
-Singular/plural nouns
-Verb (tense and usage)
-Pronoun usage
-Adjective/Adverb
•Serious and
consistent
errors
Punctuation
Capitalization
Spelling
• Impedes
understandin
g/communica
tion