Some instructors use a rubric or other evaluation criteria to grade papers, and they will often share this information with students. A rubric outlines clear objectives for a writing assignment, usually describing the expectations across several categories such as content, organization, and writing style. Each block in the rubric explains what papers must do in order to earn full credit in a particular category. Using a scale to show diminishing point value, the rubric also describes the problems that cause papers to receive lower scores.
Here is one example of a rubric:
| Above Average (4 pts) | Sufficient (3 pts) | Developing (2 pts) | Needs Improvement (1 pt) | |
|---|---|---|---|---|
| Purpose (Clear thesis statement) | The central purpose is clear, and the thesis is strong: substantive, grounded, and assertive. | The central purpose is clear, but the thesis statement needs to be more substantive, grounded, or assertive. | The central purpose is identified, but not clearly presented. The thesis statement is weak. | The purpose is not well defined, and the thesis statement is weak or nonexistent. |
| Support (Relevant information and ideas) | Supporting ideas are always well focused. Details are relevant and enrich the work. | Supporting ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. | Ideas are generally focused in a way that supports the thesis. | Central ideas are not focused to support the thesis. Thoughts appear disconnected. |
| Organization (Sequencing of paragraphs and ideas) | Information and ideas are presented in a logical sequence that flows naturally and is engaging to the audience. Includes strong introduction with thesis and a memorable conclusion. Clear transitions tie sentences and paragraphs together. | Information and ideas are presented in a logical sequence that presents the reader with little or no difficulty. Includes introduction with thesis and a conclusion. Transitions help tie sentences and paragraphs together. | Information and ideas are presented in an order that the audience can follow with some difficulty. Lacks an introduction with a thesis or a conclusion (or both). Needs more transitions to help tie sentences and paragraphs together. | Information and ideas are poorly organized (the author jumps around). The audience has difficulty following the thread of thought. Lacks an introduction or a conclusion (or both). Lacks transitions so sentences and paragraphs feel disconnected and choppy. |
| Mechanics (Correctness of grammar and spelling) | There are no more than two misspelled words or grammatical errors in the document. | There are no more than five misspellings or grammatical errors in the document. The readability of the work is minimally interrupted by errors. | There are no more than seven misspellings or grammatical errors in the document. Errors distract from the work. | There are eight or more misspellings or grammatical errors in the document. The readability of the work is seriously hampered by errors. |
The highest possible score that can be earned from this rubric is 16 points, for a paper that ranked as “Above Average” in Purpose, Support, Organization, and Mechanics. The lowest score would be a 4, for a paper that scored “Needs Improvement” in all of those areas. Note that a draft may have perfect spelling and mechanics but lack a good thesis, support, and organization, and could therefore receive a very low grade.
If your instructor provides you with a rubric, be sure to keep it in mind when you start your assignment, as you work through the writing process, and especially when you revise. Use the rubric to help you view your paper as your instructor would.
If you are unclear about any of the language in your rubric, ask your instructor to explain it.