The document outlines a rubric for assessing writing skills. The rubric evaluates several criteria, including handwriting, capitalization, punctuation, spelling, grammar, coverage of topic, clarity of ideas, quality of information, organization of information, language, completeness/conclusion, and bibliography. The rubric rates students on a scale from 1 to 4 on each criteria, with 4 being "excellent" and 1 being "needs to improve." The significance of the rubric is that it allows teachers to clearly explain student work and expectations, promote awareness of evaluation criteria, increase student responsibility, and serve as a tool for effective assessment to help students improve their writing skills.

1. RUBRIC FOR ASSESSING WRITING
SKILLS
SAYEEDA HAJIRA

2. OBJECTIVES FOR THE RUBRICS USED FOR
ASSESSING WRITING SKILLS
 To evaluatethe capitalization,punctuation,andthe spellings used in writing for a
given topic.
 To evaluatethe language and the grammar used while writing for a given topic.
 To check the legibilityof the handwriting used for writing on a topic.
 To account the writing skills based on the coverage of the topic, clarity of ideas,
qualityand organizationof informationwith a relevant conclusion.
 To refer the bibliography in order to check the compatibilityof the informationwritten
to that of the reference material.
 To grade the overall writing skillsof the students and give a feedback on the
componentsto be improved; for acquiringbetter writing skills.

3. RUBRIC FOR ASSESSING WRITING SKILLS
PERFORMANCECRITERIA
PERFORMANCE RATING
4
EXCELLENT
3
GOOD
2
SATISFACTORY
1
NEEDS TO
IMPROVE
POINTS
handwriting
Exceptionally very
good , a legible
handwriting and writes
it for his/her
satisfaction
Neat, legible but
attempts to write
more neatly and
legibly
Partially legible and
writes for the sake
of submission
Illegible handwriting
and writes with
laziness
CAPITALIZATION
Perfect in the usage of
capitals whenever
required
Sometimes forgets
the usage of capitals
Gets confused as to
when use the
capitals
Does not know when
to use the capitals
PUNCTUATION
Exactly uses the
punctuations without
any mistakes
Makes few mistakes
while writing
punctuations
Uses the
punctuations
wherever he/she
likes
Doer not know the
usage of punctuations
SPELLINGS
Has the knowledge of
all the spellings and its
appropriate usage
Knows the spellings
but sometimes
makes/commits silly
mistakes
Gets confused with
the spellings but
tries to learn it
Does not have the
knowledge of the
spellings of common
words
Grammar
Excellent grammar
skills. Does not make
mistakes with respect
to sentence formation
and tenses
The grammar
knowledge is known
but sometimes it is
incorrect
Knows only the
basic grammar and
tries to learn more
Does not know the
concepts of grammar
Immense expression
ability, knows the
Covers the topic with
necessary points but
Tries to write all
that he/she knows
Unable to
comprehend and

4. COVERAGE OF TOPIC
technique to write on a
given topic covering all
the necessary points
misses few of the
points
but it is not up to
the mark
express the thoughts
CLARITY OF IDEAS
Ideas/thoughts on a
topic are very clearand
specific
Ideas are specific but
sometimes are
diverted from a topic
Attempts to pen
down his ideas in his
own language
Possesses ideas but is
unable to pen down
QUALITY OF
INFORMATION
Information is very
relevant to the topic
with appropriate
examples for better
understanding
Information is
relevant to the topic
Tries to write but
appropriate points
but sometimes fails
in his attempt
Information is very
vague
ORGANISATION OF
INFORMATION
Possesses perfect
organizational skills
while penning down
the information
Knows to organize the
content but
sometimes gets
confused
Tries to organize the
information but is
not successful in his
attempt
Does not know to
organize the
information
PERFORMANCECRITERIA
LANGUAGE
The language used is
very impressive with
catchy keywords
The language used is
simple and
understandable
The language used
is of very basic type
Language component
has to be improved
completely
COMPLETENESS/
CONCLUSION
Has the complete
knowledge of
completing a topic
with a concluding
statement
Completes the topic
suitably but it could
have been much
better
Attempts to
conclude
appropriately but it
is not up to the
mark
Conclusion has an
abrupt ending for a
given topic
BIBLIOGRAPHY
Records all his
references in a
syntactical method
Writes the references
in his own method
Has little knowledge
about references
and has mentioned
only a few in a very
vague manner
Has no knowledge
about bibliography

5. SIGNIFICANCE OF THE RUBRICS USED FOR
ASSESSING WRITING SKILLS
The Rubrics prepared for accessing writing skills would enable:
 The teachers to clearly explainto the students about their work on the basis of
evaluationandwhat more is expected from the students for a given criteria.
 The teachers to promote awareness of the criteria which is being used while
evaluatingthe writing skill in order to enhance the students’ writing skills.
 The students to increase a sense of responsibilitywhile writing by keeping in mind
the listed criteria and as a result, obtainbetter writing on a topic.
 The teachers to use it as a powerful tool for easier and qualitative assessment of the
writing skills of a student.
 The students to improve their writing skills to meet the expectationsof the teacher.