Content
describes how effectively the writer establishes a purpose; selects and
integrates ideas (i.e., information, events, emotions, opinions and
perspectives); includes details (i.e., evidence, anecdotes, examples,
descriptions, and characteristics) to support, develop and/or illustrate ideas;
and considers the reader.
Level
5: The writing is clear, strongly focussed, and highly interesting. Details are
relevant, and enhance and support the central theme.
The writing demonstrates a strong knowledge of the subject matter. All details
and ideas have a
The
writing includes important details which the reader would be unable to bring to
the text,
The
writing is well-balanced in that the details used enhance and support the main
ideas.
The
writing is able to control the content and develop the ideas in a way that
appeals to and
The
writing carefully shapes and connects the ideas to enable the writer to share
his or her
Level
4: The writing is clear, focussed and interesting. Details are relevant and
purposeful, and they clarify the ideas.
The
writing demonstrates fair knowledge of the subject matter. Most details and
ideas have a
The
writer includes many important details that the reader may be unable to bring to
the text.
The
writing is generally balanced in that supporting ideas tend not to overshadow
the main
The
writing controls the content and develops the ideas in a way that appeals to
most readers.
The
writing most often shapes and connects ideas to enable the writer to share
his/her thoughts
Level
3: The writing is clear and focussed but the overall result is not generally
appealing. Support for the central theme is attempted but may be too general,
not directly related to the main ideas, or too
The
writing demonstrates some knowledge of the subject, but reflects difficulty in
using specific
Important
details are considered, but mainly superficially, and in such a way that the
main
The content is not always well-balanced and sometimes the supporting details
overshadow the
main
points. As well, there tends to be too few supporting details and these are
often too
At times the writing seems not to be in control of the ideas. The writing is
beginning to take
Because
the text is not carefully shaped and because the ideas are not always clearly
connected,
Level
2: The writing lacks clarity but has a discernible focus. Support for the
central theme is sketchy, sometimes repetitive, and often superficially related
resulting in writing that does not hold the readers interest.
The
writing demonstrates little knowledge of the subject matter. Details are sketchy
or
Most
details are superficial and lack clarity so that the central theme is not very
clear to the
It
is often difficult to distinguish the supporting details from the main points.
The
writing demonstrates a lack of control of the ideas. While the writing may have
a semblance of a central theme, the reader quickly loses interest in pursuing
it.
The
writing does not clearly define the writers thoughts on the subject for the
reader.
Level
1: The writing lacks a central idea or purpose, and this forces the reader to
make inferences based on sketchy details.
The
writing demonstrates either very limited or unclear knowledge of the subject.
The
details are not convincing and are confusing for the reader so that the central
theme is
Details
are very sketchy and are indistinguishable from the main points.
Attempts
at control and development are minimal so that no central theme emerges.
The
writing has not begun to define the topic in any meaningful way.
Organization
describes how effectively the writer creates an opening; establishes and
maintains a focus; orders and arranges events, ideas, and/or details at the
paragraph-level and within the work as a whole; establishes relationships
between events, ideas, and/or details at the paragraph-level and within the work
as a whole; and provides closure.
Level
5: The organization enhances the central idea or theme. The order, structure and
presentation are compelling and moves the reader through the text.
The
opening is strong and sparks the readers interest.
Focus
and coherence are maintained allowing the writing to flow so smoothly that the
reader may
not be conscious of organizational patterns or structures unless looking for
them.
The
writing demonstrates a purposeful and effective order and arrangement of events,
ideas,
Transitions
are smooth and weave the separate threads of meaning into one cohesive whole.
Effective
closure reinforces unity and leaves the reader with a sense of resolution.
Level
4: The organization reinforces the central idea or theme. The order, structure
and presentation, while not compelling, are purposeful and clear enough, so as
not to interrupt the flow of writing.
The
opening is clear and directive.
Focus
and coherence are generally maintained.
The
writing demonstrates a clear order and arrangement of events, ideas and/or
details.
Transitions
are effective and appropriately connect events, ideas, and/or details.
Closure
assists unity and is related to the focus.
Level
3: The organization may at times be ineffective or too obvious but does not
seriously get in the way of the central idea or theme.
The
opening is generally directive but not as well connected to the central idea as
the reader
Focus
and coherence are present but may not be maintained consistently thus
interrupting the
The
writing demonstrates clear and mechanical order and arrangement of events,
ideas, and/or
Transitions
sometimes work well; at other times, the connections between ideas seem forced,
Closure
tends to be mechanical but contributes to unity.
Level
2: The organization may be weak or inconsistent resulting in continued
interruptions in flow.
The
opening is not particularly clear or directive.
Focus
and coherence falter frequently.
The
writing demonstrates a discernible but weak and/or inconsistent order and
arrangement of
Transitions
are rarely used.
Closure,
although present, is either too weak to tie the piece together or only vaguely
related to
Level
1: The organization is awkward and disjointed. With ideas, details, or events
presented in random order, the writing lacks direction and flow.
The
opening, if present, does little more than repeat the task.
Focus
and coherence are generally lacking and the flow of the writing is lost.
The
writing demonstrates an unclear or haphazard order and arrangement of events,
ideas, and/or
details.
Transitions
are very weak, leaving connections between ideas fuzzy, incomplete, or
perplexing.
Closure
is either inappropriate, unconnected or missing.
Sentence
fluency describes how effectively the writer constructs sentences. It includes
the writers ability to control syntax and to create variety in sentence type
and length.
Level
5: The writing has an easy flow and rhythm with strong and varied sentence
construction which makes the reading enjoyable and easy.
Sentence
structure is logical and clear, and shows how ideas relate to each other.
The
writing sounds natural and fluent. With effective phrasing, one sentence flows
easily into
Sentences
vary in structure and length creating an interesting text.
Fragments,
when used, are deliberately chosen for effect.
Dialogue,
when used, always sounds natural.
Level
4: The writing has flow and rhythm with varied sentences. Use of sentence
fragments or run-on sentences may interfere with fluency but do not impede
meaning.
The
sentence structure is generally clear and logical, and helps to show how ideas
relate to each
The
writing generally sounds natural and fluent, although occasionally, a sentence
may not flow
While
there is variation in sentence structure and length, there are occasions when
more
Fragments,
when used, are most often chosen deliberately for effect although sometimes they
Dialogue,
when used, most often sounds natural.
Level
3: The writing still has some flow and rhythm, but tends to be mechanical.
Sentence constructions are sometimes effective and varied, but there are
occasional awkward constructions which interfere with clarity and precision.
The
sentence structure sometimes conveys relationships between ideas, and sometimes
it does
The
writing may be less fluid than desired. The writing shows good control over
simple
Sentences
sometimes vary in length or structure, but often show little variation in
pattern.
Fragments,
if used, sometimes work and sometimes seem the result of an oversight.
Dialogue,
if used, sometimes seems natural, but occasionally seems a little forced or
contrived.
Level
2: The writing lacks flow and rhythm. Attempts at complex sentence structures
often impede clarity and precision.
The
sentence structure rarely shows connections and ideas, and is often illogical or
unclear.
Sentences
rarely sound natural or fluent; instead, they often sound awkward or disjointed.
Sentences
rarely vary in length or structure.
Fragments,
when present, are most often the result of oversight.
Dialogue,
if used, rarely sounds natural and most often seems forced or contrived.
Level
1: The writing contains sentences which are choppy, incomplete, rambling,
irregular, and awkward which makes the writing difficult to follow.
The
sentence structure does not enhance meaning and most often obscures it.
Sentence
fluency is jarring and unnatural.
Sentence
patterns do not vary in length and structure.
Fragments
are frequent and are the result of an oversight.
Dialogue,
if used at all, usually sounds monotonous and unnatural.
Voice
describes how effectively the writer speaks to the reader in a manner that is
individualistic,
Level
5: The writer demonstrates a compelling, individualistic, and sincere engagement
with the subject or task.
The
writing communicates in an honest, sincere manner and the conviction of the
writer is
The
writing brings the subject to life for the reader.
The
writing reveals the writer to the reader who gets a strong sense of the person
behind the
Level
4: The writer demonstrates a clear, but not compelling, interest in the subject
or task.
The
writing communicates in an earnest manner. The conviction of the writer is
evident but
The
writing frequently moves the reader. The writer is inclined to take risks and is
usually
The
writing generally reveals the writer to the reader but there may be times when
the writers presence
is not apparent.
Level
3: The writer seems personable and sincere but does not demonstrate a compelling
interest in the subject or task.
The
writing communicates in an earnest, but routine, manner.
The
writing moves the reader occasionally. The writer tends to avoid risk and
although the
The
writing tends to hide, rather than reveal, the writer to the reader.
Level
2: The writer is rarely personable and demonstrates only a superficial interest
in the subject or task.
The
writing communicates at a functional level and is often flat.
The
writing rarely moves or involves the reader.
The
writing gives the reader little sense of the person behind the words.
Level
1: The writer shows some interest in the subject or task, but it is
dispassionate, lifeless, and
The
writing communicates at a functional level and is flat.
The
writing leaves the reader unmoved and uninvolved.
The
writing does not reveal the writer to the reader who gets no sense of the person
behind the
Word
choice describes how effectively the writer chooses words and expressions for
appropriateness, precision, and variety.
Level
5: Words and expressions are powerful,
rich, and precise.
Words are precise and accurate.
The writing contains strong images.
The choice of verbs lends power to the writing.
The vocabulary is strong and impressive, but not overdone.
The form of expression is original and appealing to the reader. Slang, if
present, is used only for
Level
4: Words and expressions are specific and indicate purpose.
Words are generally precise and accurate with occasional examples of imprecision
and
The writing contains imagery which occasionally lacks detail.
The writing contains strong verbs and an occasional use of more general and
abstract verbs.
The vocabulary is generally strong although it may, on occasion, be a little
overdone in order to impress
the reader.
The writing is imaginative and original; the occasional use of slang is
effective.
Level
3: Words and expressions are general, yet functional.
Words may lack precision and imaginative appeal.
The images lack detail and often depend on the readers knowledge of the
subject.
The writing contains some strong verbs, but most are general and abstract which
weakens the
The writer attempts to use poetic language but this is often overdone.
The writer rarely experiments with language although there is some evidence of
originality.
Level
2: Words and expressions lack precision and clarity so that readability is
beginning to be affected.
Words are sometimes imprecise or unclear.
There is a sporadic attempt to incorporate imagery, but the detail is too
general to have appeal
Verbs most often tend to be mundane and overused.
There are few attempts to use poetic language.
The writing lacks imagination and originality of expression; the frequent use of
clichιs,
Level
1: Words and expressions lack precision and clarity so that readability is
seriously affected.
Words are frequently imprecise, inadequate, or incorrect.
Imagery, if used at all, is unclear. There are many generalities.
Verbs are weak and few in number. Common verbs such as is, are and
was predominate.
Words are consistently dull or abstract and, therefore, monotonous to the
reader.
The strong reliance on clichιs, redundancies, and slang makes the writing
unimaginative and
Conventions
describes how effectively the writer controls the use of punctuation, spelling,
capitalization, usage, grammar and paragraphing.
Level
5: The writing reflects an excellent grasp of standard writing conventions which
enhances
readability.
Errors tend to be so few and so minor that they do not distract the reader.
The
writing is essentially free from errors in standard writing conventions.
Minimal
editing is needed to prepare the text for presentation.
A
wide range of conventions is used for stylistic affect.
Level
4: The writing reflects a good grasp of standard writing conventions. Errors are
present but do not distract the reader.
The
writing has few errors in standard writing conventions.
Minor
editing is needed for the few errors to prepare the text for presentation.
Many
conventions are used, of which some achieve stylistic effect.
Level
3: The writing is beginning to impair readability. The errors are not
overwhelming and do not block meaning, but they are beginning to distract the
reader.
The
writing has some errors in standard writing conventions.
Some
editing is needed to prepare the text for presentation.
A
limited range of conventions are used, some of which distract the reader.
Level
2: The writing impairs readability. The errors are becoming so overwhelming that
they distract the reader.
The
writing has frequent errors in standard writing conventions.
Much
editing is needed to prepare the text for presentation.
Limited
skill is reflected in the use of conventions and the text frequently confuses
the reader.
Level
1: The writing blocks readability making it impossible for the reader to focus
on the meaning owing to the severity and frequency of errors.
The
writing has extensive errors in standard writing conventions.
Extensive
editing is needed to prepare the text for presentation.
There
is limited skill in the use of conventions, and the meaning for the reader is
completely