*Based upon 6-Trait Writing standards, and aligned with CCSS, EOC, and Standards-Based scoring models

SHS Cross-Curricular Writing Rubric*

Note: Per SHS policy, plagiarism on a written assignment results in a score of 0 in all categories.

Average Proficiency Level for This Assessment =

4 (Advanced) 3 (Proficient) 2 (Basic) 1 (Below Basic)
I
D
E
A
S

a
n
d

C
O
N
T
E
N
T

contains a strong
controlling idea
addresses topic clearly
demonstrates complexity
through specific and
relevant details, reasons,
and examples
shows clear awareness of
audience and purpose
contains a controlling idea
addresses topic
demonstrates some
complexity through details,
reasons, and examples
shows awareness of
audience and purpose
contains an idea, but may
lack focus
addresses topic, but
may lack complexity
relies on generalities rather
than specific details,
reasons, and examples
shows some awareness of
audience and purpose
may contain an unfocused
idea
may address topic, but
lacks complexity
lacks details, reasons, and
examples
shows little or no awareness
of audience and purpose
O
R
G
A
N
I
Z
A
T
I
O
N

a
n
d

S
T
R
U
C
T
U
R
E

uses paragraphing
effectively
includes an effective
beginning, middle, and
end (with an introduction,
thesis, fully-developed
paragraphs, and
conclusion)
progresses in a logical
order and uses cohesive
devices and transitions
effectively
provides specific and
relevant examples and
details to support an
effective thesis
uses paragraphing
appropriately
includes a clear beginning,
middle, and end (with an
introduction, thesis, fully-
developed paragraphs,
and conclusion)
progresses in a generally
logical order and uses
cohesive devices and
transitions
provides examples and
details to support a clear
thesis
shows evidence of
paragraphing
includes a beginning,
middle, and end (with an
introduction, body, and
conclusion, but other
organizational elements
may be lacking)
progresses generally in a
somewhat logical order
and may use cohesive
devices and transitions
Lacks sufficient examples
and details to support a
thesis, and relies on
generalities rather than
specifics
may lack evidence of
paragraphing and/or a
sense of direction
may lack a beginning,
middle, and/or end
(organizational elements
are lacking)
does not progress in a
logical order and lacks
cohesion
generally lacks examples,
details, and specific
language
ideas seem strung together
in a random fashion.
S
E
N
T
E
N
C
E

F
L
U
E
N
C
Y

sentences are well-built,
clear, and varied in
structure
writing has an effective
flow and rhythm when read
aloud
sentences are clear and
show some variety in
structure
writing sounds clear and
natural when read aloud
sentences are generally
clear but may lack variety
in structure
writing has an inconsistent
flow and rhythm when
read aloud
sentences may be unclear
in structure and lack
variety
writing lacks flow and
rhythm when read aloud
and is not compelling
W
O
R
D

C
H
O
I
C
E

uses precise, vivid
language
words convey the intended
message in an interesting,
varied, and natural way
modifiers (words and
phrases) are appropriately
and frequently used to add
depth
generic terms (things,
stuff, everyone, big,
etc.) are avoided
uses precise language
words convey the intended
message in an accurate
and natural way
modifiers are appropriately
used to add depth
generic terms (things,
stuff, everyone, big,
etc.) are generally
avoided
may use imprecise
language
words may fail to convey
the intended message in
an accurate or natural way
modifiers are seldom or
inappropriately used and
do not add noticeable
depth
generic terms (things,
stuff, everyone, big,
etc.) are used instead of
more precise language
uses imprecise language
most of the time
words do not adequately
convey the intended
message in an accurate or
natural way
modifiers are rarely used
and do not add noticeable
depth
generic terms (things,
stuff, everyone, big,
etc.) are frequently used
instead of more precise
language
C
O
N
V
E
N
T
I
O
N
S

contains few errors in
standard English and
spelling
consistently and correctly
utilizes conventions of
capitalization, punctuation,
and standard usage
can be read easily without
pausing to decipher errors
in writing conventions
contains some errors in
standard English and
spelling
generally utilizes correct
conventions of
capitalization, punctuation,
and standard usage
can be read with little to no
pausing to decipher errors
in writing conventions
contains errors in standard
English and spelling that
may be distracting
inconsistently utilizes
correct conventions of
capitalization, punctuation,
and standard usage
cannot be read without
pausing to decipher errors
in writing conventions
contains repeated errors in
standard English and
spelling that are distracting
incorrectly utilizes
conventions of
capitalization, punctuation,
and/or standard usage
cannot be read without
repeated pausing to
decipher errors in writing
conventions
T
e
a
c
h
e
r

C
h
o
i
c
e

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