CAPT Writing Rubric
Feature |
1 |
2 |
3 |
4 |
5 |
6 |
Taking a Clear Position (Intro Paragraph) |
May take a stand that addresses the problem; may be very brief or incoherent in places |
May take a position; attempts a stand but fluctuates between positions, or issues |
Takes a stand but doesn't clearly develop position |
Takes and develops a position but lacks thorough understanding |
Takes a clear and thoughtful position; may demonstrate understanding of both sides of issue |
Takes a clear and thoughtful position; usually demonstrates understanding of both sides of the issue |
Supporting Position with Accurate and Relevant Information |
Little or no support from source materials; or emotional support only; or serious lack of understanding, inaccurate or irrelevant support; |
Superficial support - 1 or 2 ideas, and ideas may be poorly developed, based on personal opinion, or logically inconsistent |
Limited support with only a few ideas; most support based on personal opinion or background knowledge |
Adequately supported but lacks thoroughness; some support may be based on background knowledge |
Well supported using source materials but lacking depth of analysis |
Position is richly supported with sophisticated analysis of source materials |
Organization, Clarity and Fluency |
Lacks focus; little or no organization; frequent digressions or abrupt shifts in ideas interfere with meaning; most ideas are difficult to follow and understand; lacks fluency and transitions |
Usually stays on topic but lacks focus; digressions or abrupt shifts; many ideas are difficult to understand; lacks fluency |
Shows some organization but may have some digressions or abrupt shifts; some ideas difficult to understand; displays some transition and fluency |
Adequate organization ; some coherence; digressions, if present, are not disruptive; most ideas are clear; may lack fluency and transitions; lacking explicit connections to thesis |
Well organized; digressions are rare; ideas are clearly expressed but may lack some fluency and polish; may not consistently connect to thesis |
Focused, unified response; sustained organization; ideas are clearly and effectively developed; writing is fluent with effective transitions; consistently and explicitly connects to thesis |
Audience and Tone |
Little or no awareness of audience; inappropriate tone and/or word choice |
Little, if any, awareness of audience; tone and word choice frequently inappropriate |
Some awareness of audience and tone |
Shows some awareness of audience; tone consistently appropriate |
Shows sensitivity to audience; appropriate tone |
Displays awareness of and develops connection audience |