Scribd
Upload
292 views

CAPT Writing Rubric

This rubric evaluates student writing on a scale of 1 to 6 in several categories: position, comprehensiveness, support, organization, clarity, and fluency. A score of 6 indicates a clear, thoughtful, and persuasive position with rich support from sources and sustained organization. A score of 3 or lower suggests an unclear or unsupported position with poor organization that makes ideas difficult to understand. The rubric provides descriptors to guide scoring student writing across a range of performance levels.

Uploaded by

pschneid
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
292 views

CAPT Writing Rubric

This rubric evaluates student writing on a scale of 1 to 6 in several categories: position, comprehensiveness, support, organization, clarity, and fluency. A score of 6 indicates a clear, thoughtful, and persuasive position with rich support from sources and sustained organization. A score of 3 or lower suggests an unclear or unsupported position with poor organization that makes ideas difficult to understand. The rubric provides descriptors to guide scoring student writing across a range of performance levels.

Uploaded by

pschneid
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

CAPT INTERDISCIPLINARY WRITING RUBRIC

SCORE 6 SCORE 5 SCORE 4 SCORE 3 SCORE 2 SCORE 1


Takes a clear, thoughtful Takes a clear and Takes and develops a Takes a position; but the May take a position and May take a position to
and persuasive position; persuasive position, position; some position may not be address the problem; address the problem;
POSITION keen awareness of awareness of audience is awareness of audience is clearly developed; some little if any, audience is little or no awareness of
audience is shown. evident. shown, but persuasive- awareness of audience shown. audience is shown,
ness may be lacking. may be shown.
The position is richly The position is well The response contains The response contains The response contains The response offers little
COMPREHEN- supported with supported, typically using adequate support but limited support and may only superficial support to no support from the
information from both information from both may not use information not use information and/or may use info source materials, OR the
SIVENESS source materials. source materials. from both source from both source from only one of the support provided is
materials. materials. source materials. copied verbatim.
The supporting ideas are The supporting ideas are The supporting ideas are The supporting ideas are The supporting ideas The response may be
well developed; generally well developed; adequately but not few and/or only may be poorly emotional, inaccurate,
SUPPORT information is accurate information is accurate thoroughly developed; somewhat developed; developed and/or irrelevant, or show
and relevant. and relevant. some information may some information may illogical and inconsistent; serious
be inaccurate or be inaccurate or the information may be misunderstanding.
irrelevant. irrelevant. inaccurate or irrelevant.
The response is unified The response is well The response is The response is The response may lack The response lacks focus
and focused & contains organized and contains adequately organized somewhat organized, but focus and a controlling and a controlling idea;
one or more controlling one or more controlling with at least one there may be digressions idea; digressions and/or little or no organization
ORGANIZATION ideas; organization and ideas; digressions are controlling idea; or abrupt shifts that abrupt shifts in the is present and frequent
control are sustained rare. digressions, if present, interfere with meaning. response may interfere digressions and/or
throughout are not disruptive. with meaning. abrupt shifts in the
response interfere with
meaning.
The ideas are clearly and Most ideas are clearly Most ideas are clear and Some ideas may not be Some ideas may be Many ideas are difficult
CLARITY & effectively developed; expressed; writing is understandable, but clearly expressed; difficult to understand, to understand; fluency
FLUENCY writing is fluent and generally fluent with fluency and transitions fluency and transitions fluency and transitions and transitions are
polished with effective some use of transitions. may be lacking. may be lacking. are lacking. lacking.
transitions.

STRENGTHS OF THIS ESSAY AREAS OF IMPROVEMENT


1. 1.

2. 2.

3. 3.

You might also like