Grading Rubric for Written Assignments

Inadequate 0- A d e q u a t e 50- A b o v e Average E x e m p l a r y 85-

50% 70% 70-85% 100%
O r g a n i z a t i o n| W r i t i n g lacks W r i t i n g is Writing is W r i t i n g shows high
logical coherent and coherent and degree of attention
organization. I t logically logically organized| to logic and
shows some organized. Some with transitions reasoning o f points.
coherence b u t points remain used b e t w e e n U n i t y c l e a r l y leads
ideas l a c k u n i t y . misplaced and ideas a n d the reader to the
Serious errors. s t r a y f r o m the paragraphs to conclusion
topic. create c o h e r e n c e . r e g a r d i n g the topic.
Overall unity o f
ideas is present.
Level o f Shows some Content indicates Content indicates Content indicates
Content thinking and t h i n k i n g and o r i g i n a l ideas w i t h s y n t h e s i s o f ideas,
reasoning but reasoning applied sufficient and f i r m i n - d e p t h analysis
m o s t ideas a r e w i t h original evidence. a n d evidences
underdeveloped t h o u g h t o na f e w Discusses original thought
and unoriginal. ideas. Discusses performance in and support for the
Does n o t discuss performance in detail r e g a r d i n g t o p i c . Discusses
p e r f o r m a n c e in detail regarding b l e n d , balance, performance in
detail regarding b l e n d , balance, communication, detail r e g a r d i n g
b l e n d , balance, communication, articulations and b l e n d , balance,
communication, articulations and sound ata level communication,
articulations and sound b u t m e r e l y w h i c h indicates articulations and
sound. o n a s u r f a c e level. some deeper s o u n d a t a level
listening and w h i c h indicates
thought. deeper listening
and thought.
Grammar & | Spelling, Some spelling, Essay has f e w P a p e r is f r e e o f
Mechanics p u n c t u a t i o n and punctuation, and spelling, d i s t r a c t i n g spelling,
grammatical g r a m m a r is punctuation, and punctuation, and
errors create correct allowing grammatical grammatical
distraction, r e a d e r to p r o g r e s s |} e r r o r s a l l o w i n g errors; absent of
making reading t h r o u g h paper. reader to follow fragments, comma
difficult; Some e r r o r s ideas clearly. V e r y | splices, a n d r u n -
f r a g m e n t s , c o m m a| remain. f e w fragments and ons.
splices, r u n - o n s run-ons.
evident. Errors

Fails t o f o l l o w Meets f o r m a t a n d Meets format and Meets f o r m a t a n d

f o r m a t and assignment assignment assignment

assignment requirements but requirements b u t requirements.

requirements of uses t o o m a n y uses some
o n e page. unnecessary unnecessary
details to fill details to fill space.
pace.