Interdisciplinary Writing Rubric

 

 

6

         Takes a clear, thoughtful and persuasive position; keen awareness of audience is shown.

         The position is richly supported with information from each of the source materials.

         The supporting ideas are very well developed; information is accurate and relevant.

         The response is unified and focused and contains one or more clear controlling ideas; organization and control are sustained throughout the response.

         The ideas are clearly and effectively developed; writing is fluent and polished with effective transitions.

 

5

         Takes a clear and persuasive position; awareness of audience is evident.

         The position is well supported, typically using information from each of the source materials.

         The supporting ideas are generally well developed; information is accurate and relevant.

         The response is well organized and contains one or more controlling ideas; digressions are rare.

         Most ideas are clearly expressed; writing is generally fluent, with some use of transitions.

 

 

4

         Takes and develops a position; some awareness of audience is shown, but persuasiveness may be lacking.

         The response contains adequate support but may not use information from each of the source materials.

         The supporting ideas are adequately but not thoroughly developed; some information may be inaccurate or irrelevant.

         The response is adequately organized with at least one controlling idea; digressions, if present, are not disruptive.

         Most ideas are clear and understandable, but fluency and transitions may be lacking.

 

3

         Takes a position, but the position may not be clearly developed; some awareness of audience may be shown.

         The response contains limited support and may not use information from each of the source materials.

         The supporting ideas are few and/or only somewhat developed; some information may be inaccurate or irrelevant.

         The response is somewhat organized, but there may digressions or abrupt shifts that interfere with meaning.

         Some ideas may not be clearly expressed; fluency and transitions may be lacking

2

         May take a position and address the problem; little, if any, audience awareness is shown.

         The response contains only superficial support and/or may use information from only one or two of the source materials.

         The supporting ideas may be poorly developed and/or illogical and inconsistent; the information may be inaccurate or irrelevant.

         The response may lack focus and a controlling idea; digressions and/or abrupt shifts in the response may interfere with meaning

         Some ideas may be difficult to understand; fluency and transitions are lacking.

1

         May take a position and address the problem; little or no awareness of audience is shown.

         The response offers little or no support from the source materials, OR the support provided is copied verbatim.

         The support may be emotional, inaccurate, irrelevant or show serious misunderstanding.

         The response lacks focus and a controlling idea; little or no organization is present and frequent digressions and/or abrupt shifts in the response interfere with meaning.

         Many ideas are difficult to understand; fluency and transitions are lacking.