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15 Helpful Scoring Rubric Examples for All Grades and Subjects

In the end, they actually make grading easier.

When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.

What is a scoring rubric?

In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)

A rubric generally has three parts:

• Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
• Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
• Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.

Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.

Learn more about why and how to use a rubric here.

Types of Rubric

There are three basic rubric categories, each with its own purpose.

Holistic Rubric

Source: Cambrian College

This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.

Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.

Analytic Rubric

Source: University of Nebraska

Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.

Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.

Learn more about analytic rubrics here.

Developmental Rubric

Source: Deb’s Data Digest

A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.

Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.

Learn how to use developmental rubrics here.

Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.

Elementary School Rubric Examples

These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.

Reading Fluency Rubric

You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).

Learn more: Teacher Thrive

Reading Comprehension Rubric

The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.

Learn more: Pawprints Resource Center

Written Response Rubric

Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.

Learn more: Dianna Radcliffe: Teaching Upper Elementary and More

Interactive Notebook Rubric

If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.

Learn more: Classroom Nook

Project Rubric

Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.

Learn more: Tales of a Title One Teacher

Behavior Rubric

Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.

Learn more: Teachers.net Gazette

Middle School Rubric Examples

In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.

Argumentative Writing Rubric

Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.

Learn more: Dr. Caitlyn Tucker

Role-Play Rubric

Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.

Learn more: A Question of Influence

Art Project Rubric

Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.

Source: Art Ed Guru

Diorama Project Rubric

You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.

Learn more: Historyourstory.com

Oral Presentation Rubric

Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.

Learn more: Bright Hub Education

High School Rubric Examples

In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.

Presentation Rubric

Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.

Learn more: Michael A. Pena Jr.

Debate Rubric

Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.

Learn more: Education World

Project-Based Learning Rubric

Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.

Learn more: Free Technology for Teachers

100-Point Essay Rubric

Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.

Learn more: Learn for Your Life

Drama Performance Rubric

If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.

Learn more: Chase March

How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25 of the best alternative assessment ideas ..

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Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

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Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper, single-point rubric, more examples:.

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

Essay Rubric: Basic Guidelines and Sample Template

11 December 2023

last updated

Lectures and tutors provide specific requirements for students to meet when writing essays. Basically, an essay rubric helps tutors to analyze the quality of articles written by students. In this case, useful rubrics make the analysis process simple for lecturers as they focus on specific concepts related to the writing process. Also, an essay rubric list and organize all of the criteria into one convenient paper. In other instances, students use an essay rubric to enhance their writing skills by examining various requirements. Then, different types of essay rubrics vary from one educational level to another. For example, Master’s and Ph.D. essay rubrics focus on examining complex thesis statements and other writing mechanics. However, high school essay rubrics examine basic writing concepts. In turn, a sample template of a high school rubric in this article can help students to evaluate their papers before submitting them to their teachers.

General Aspects of an Essay Rubric

An essay rubric refers to the way how teachers assess student’s composition writing skills and abilities. Basically, an essay rubric provides specific criteria to grade assignments. In this case, teachers use essay rubrics to save time when evaluating and grading various papers. Hence, learners must use an essay rubric effectively to achieve desired goals and grades.

General Assessment Table for an Essay Rubric

1. organization.

Excellent/8 points: The essay contains stiff topic sentences and a controlled organization.

Very Good/6 points: The essay contains a logical and appropriate organization. The writer uses clear topic sentences.

Average/4 points: The essay contains a logical and appropriate organization. The writer uses clear topic sentences.

Needs Improvement/2 points: The essay has an inconsistent organization.

Unacceptable/0 points: The essay shows the absence of a planned organization.

Grade: ___ .

Excellent/8 points: The essay shows the absence of a planned organization.

Very Good/6 points: The paper contains precise and varied sentence structures and word choices. 

Average/4 points: The paper follows a limited but mostly correct sentence structure. There are different sentence structures and word choices.

Needs Improvement/2 points: The paper contains several awkward and unclear sentences. There are some problems with word choices.

Unacceptable/0 points: The writer does not contain apparent control over sentence structures and word choice.

Excellent/8 points: The content appears sophisticated and contains well-developed ideas.

Very Good/6 points: The essay content appears illustrative and balanced.

Average/4 points: The essay contains unbalanced content that requires more analysis.

Needs Improvement/2 points: The essay contains a lot of research information without analysis or commentary.

Unacceptable/0 points: The essay lacks relevant content and does not fit the thesis statement . Essay rubric rules are not followed.

Excellent/8 points: The essay contains a clearly stated and focused thesis statement.

Very Good/6 points: The written piece comprises a clearly stated argument. However, the focus would have been sharper.

Average/4 points: The thesis phrasing sounds simple and lacks complexity. The writer does not word the thesis correctly. 

Needs Improvement/2 points: The thesis statement requires a clear objective and does not fit the theme in the content of the essay.

Unacceptable/0 points: The thesis is not evident in the introduction.

Excellent/8 points: The essay is clear and focused. The work holds the reader’s attention. Besides, the relevant details and quotes enrich the thesis statement.

Very Good/6 points: The essay is mostly focused and contains a few useful details and quotes.

Average/4 points: The writer begins the work by defining the topic. However, the development of ideas appears general.

Needs Improvement/2 points: The author fails to define the topic well, or the writer focuses on several issues.

Unacceptable/0 points: The essay lacks a clear sense of a purpose or thesis statement. Readers have to make suggestions based on sketchy or missing ideas to understand the intended meaning. Essay rubric requirements are missed.

6. Sentence Fluency

Excellent/8 points: The essay has a natural flow, rhythm, and cadence. The sentences are well built and have a wide-ranging and robust structure that enhances reading.

Very Good/6 points: The ideas mostly flow and motivate a compelling reading.

Average/4 points: The text hums along with a balanced beat but tends to be more businesslike than musical. Besides, the flow of ideas tends to become more mechanical than fluid.

Needs Improvement/2 points: The essay appears irregular and hard to read.

Unacceptable/0 points: Readers have to go through the essay several times to give this paper a fair interpretive reading.

7. Conventions

Excellent/8 points: The student demonstrates proper use of standard writing conventions, like spelling, punctuation, capitalization, grammar, usage, and paragraphing. The student uses protocols in a way that improves the readability of the essay.

Very Good/6 points: The student demonstrates proper writing conventions and uses them correctly. One can read the essay with ease, and errors are rare. Few touch-ups can make the composition ready for publishing.

Average/4 points: The writer shows reasonable control over a short range of standard writing rules. The writer handles all the conventions and enhances readability. The errors in the essay tend to distract and impair legibility.

Needs Improvement/2 points: The writer makes an effort to use various conventions, including spelling, punctuation, capitalization, grammar usage, and paragraphing. The essay contains multiple errors.

Unacceptable/0 points: The author makes repetitive errors in spelling, punctuation, capitalization, grammar, usage, and paragraphing. Some mistakes distract readers and make it hard to understand the concepts. Essay rubric rules are not covered.

8. Presentation

Excellent/8 points: The form and presentation of the text enhance the readability of the essay and the flow of ideas.

Very Good/6 points: The format has few mistakes and is easy to read.

Average/4 points: The writer’s message is understandable in this format.

Needs Improvement/2 points: The writer’s message is only comprehensible infrequently, and the paper appears disorganized.

Unacceptable/0 points: Readers receive a distorted message due to difficulties connecting to the presentation of the text.

Final Grade: ___ .

Grading Scheme for an Essay Rubric:

• A+ = 60+ points
• A = 55-59 points
• A- = 50-54 points
• B+ = 45-49 points
• B = 40-44 points
• B- = 35-39 points
• C+ = 30-34 points
• C = 25-29 points
• C- = 20-24 points
• D = 10-19 points
• F = less than 9 points

Basic Differences in Education Levels and Essay Rubrics

The quality of essays changes at different education levels. For instance, college students must write miscellaneous papers when compared to high school learners. In this case, an essay rubric will change for these different education levels. For example, university and college essays should have a debatable thesis statement with varying points of view. However, high school essays should have simple phrases as thesis statements. Then, other requirements in an essay rubric will be more straightforward for high school students. For master’s and Ph.D. essays, the criteria presented in an essay rubric should focus on examining the paper’s complexity. In turn, compositions for these two categories should have thesis statements that demonstrate a detailed analysis of defined topics that advance knowledge in a specific area of study.

Summing Up on an Essay Rubric

Essay rubrics help teachers, instructors, professors, and tutors to analyze the quality of essays written by students. Basically, an essay rubric makes the analysis process simple for lecturers. Essay rubrics list and organize all of the criteria into one convenient paper. In other instances, students use the essay rubrics to improve their writing skills. However, they vary from one educational level to the other. Master’s and Ph.D. essay rubrics focus on examining complex thesis statements and other writing mechanics. However, high school essay rubrics examine basic writing concepts.  The following are some of the tips that one must consider when preparing a rubric.

• contain all writing mechanics that relates to essay writing;
• cover different requirements and their relevant grades;
• follow clear and understandable statements.

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Home > Resources > Academic essay rubric

Academic essay rubric

This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. 

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Rubric Design

Main navigation, articulating your assessment values.

Reading, commenting on, and then assigning a grade to a piece of student writing requires intense attention and difficult judgment calls. Some faculty dread “the stack.” Students may share the faculty’s dim view of writing assessment, perceiving it as highly subjective. They wonder why one faculty member values evidence and correctness before all else, while another seeks a vaguely defined originality.

Writing rubrics can help address the concerns of both faculty and students by making writing assessment more efficient, consistent, and public. Whether it is called a grading rubric, a grading sheet, or a scoring guide, a writing assignment rubric lists criteria by which the writing is graded.

Why create a writing rubric?

• It makes your tacit rhetorical knowledge explicit
• It articulates community- and discipline-specific standards of excellence
• It links the grade you give the assignment to the criteria
• It can make your grading more efficient, consistent, and fair as you can read and comment with your criteria in mind
• It can help you reverse engineer your course: once you have the rubrics created, you can align your readings, activities, and lectures with the rubrics to set your students up for success
• It can help your students produce writing that you look forward to reading

How to create a writing rubric

Create a rubric at the same time you create the assignment. It will help you explain to the students what your goals are for the assignment.

• Consider your purpose: do you need a rubric that addresses the standards for all the writing in the course? Or do you need to address the writing requirements and standards for just one assignment?  Task-specific rubrics are written to help teachers assess individual assignments or genres, whereas generic rubrics are written to help teachers assess multiple assignments.
• Begin by listing the important qualities of the writing that will be produced in response to a particular assignment. It may be helpful to have several examples of excellent versions of the assignment in front of you: what writing elements do they all have in common? Among other things, these may include features of the argument, such as a main claim or thesis; use and presentation of sources, including visuals; and formatting guidelines such as the requirement of a works cited.
• Then consider how the criteria will be weighted in grading. Perhaps all criteria are equally important, or perhaps there are two or three that all students must achieve to earn a passing grade. Decide what best fits the class and requirements of the assignment.

Consider involving students in Steps 2 and 3. A class session devoted to developing a rubric can provoke many important discussions about the ways the features of the language serve the purpose of the writing. And when students themselves work to describe the writing they are expected to produce, they are more likely to achieve it.

At this point, you will need to decide if you want to create a holistic or an analytic rubric. There is much debate about these two approaches to assessment.

Comparing Holistic and Analytic Rubrics

Holistic scoring .

Holistic scoring aims to rate overall proficiency in a given student writing sample. It is often used in large-scale writing program assessment and impromptu classroom writing for diagnostic purposes.

General tenets to holistic scoring:

• Responding to drafts is part of evaluation
• Responses do not focus on grammar and mechanics during drafting and there is little correction
• Marginal comments are kept to 2-3 per page with summative comments at end
• End commentary attends to students’ overall performance across learning objectives as articulated in the assignment
• Response language aims to foster students’ self-assessment

Holistic rubrics emphasize what students do well and generally increase efficiency; they may also be more valid because scoring includes authentic, personal reaction of the reader. But holistic sores won’t tell a student how they’ve progressed relative to previous assignments and may be rater-dependent, reducing reliability. (For a summary of advantages and disadvantages of holistic scoring, see Becker, 2011, p. 116.)

Here is an example of a partial holistic rubric:

Summary meets all the criteria. The writer understands the article thoroughly. The main points in the article appear in the summary with all main points proportionately developed. The summary should be as comprehensive as possible and should be as comprehensive as possible and should read smoothly, with appropriate transitions between ideas. Sentences should be clear, without vagueness or ambiguity and without grammatical or mechanical errors.

A complete holistic rubric for a research paper (authored by Jonah Willihnganz) can be  downloaded here.

Analytic Scoring

Analytic scoring makes explicit the contribution to the final grade of each element of writing. For example, an instructor may choose to give 30 points for an essay whose ideas are sufficiently complex, that marshals good reasons in support of a thesis, and whose argument is logical; and 20 points for well-constructed sentences and careful copy editing.

General tenets to analytic scoring:

• Reflect emphases in your teaching and communicate the learning goals for the course
• Emphasize student performance across criterion, which are established as central to the assignment in advance, usually on an assignment sheet
• Typically take a quantitative approach, providing a scaled set of points for each criterion
• Make the analytic framework available to students before they write  

Advantages of an analytic rubric include ease of training raters and improved reliability. Meanwhile, writers often can more easily diagnose the strengths and weaknesses of their work. But analytic rubrics can be time-consuming to produce, and raters may judge the writing holistically anyway. Moreover, many readers believe that writing traits cannot be separated. (For a summary of the advantages and disadvantages of analytic scoring, see Becker, 2011, p. 115.)

For example, a partial analytic rubric for a single trait, “addresses a significant issue”:

• Excellent: Elegantly establishes the current problem, why it matters, to whom
• Above Average: Identifies the problem; explains why it matters and to whom
• Competent: Describes topic but relevance unclear or cursory
• Developing: Unclear issue and relevance

A  complete analytic rubric for a research paper can be downloaded here.  In WIM courses, this language should be revised to name specific disciplinary conventions.

Whichever type of rubric you write, your goal is to avoid pushing students into prescriptive formulas and limiting thinking (e.g., “each paragraph has five sentences”). By carefully describing the writing you want to read, you give students a clear target, and, as Ed White puts it, “describe the ongoing work of the class” (75).

Writing rubrics contribute meaningfully to the teaching of writing. Think of them as a coaching aide. In class and in conferences, you can use the language of the rubric to help you move past generic statements about what makes good writing good to statements about what constitutes success on the assignment and in the genre or discourse community. The rubric articulates what you are asking students to produce on the page; once that work is accomplished, you can turn your attention to explaining how students can achieve it.

Works Cited

Becker, Anthony.  “Examining Rubrics Used to Measure Writing Performance in U.S. Intensive English Programs.”   The CATESOL Journal  22.1 (2010/2011):113-30. Web.

White, Edward M.  Teaching and Assessing Writing . Proquest Info and Learning, 1985. Print.

Further Resources

CCCC Committee on Assessment. “Writing Assessment: A Position Statement.” November 2006 (Revised March 2009). Conference on College Composition and Communication. Web.

Gallagher, Chris W. “Assess Locally, Validate Globally: Heuristics for Validating Local Writing Assessments.” Writing Program Administration 34.1 (2010): 10-32. Web.

Huot, Brian.  (Re)Articulating Writing Assessment for Teaching and Learning.  Logan: Utah State UP, 2002. Print.

Kelly-Reilly, Diane, and Peggy O’Neil, eds. Journal of Writing Assessment. Web.

McKee, Heidi A., and Dànielle Nicole DeVoss DeVoss, Eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web.

O’Neill, Peggy, Cindy Moore, and Brian Huot.  A Guide to College Writing Assessment . Logan: Utah State UP, 2009. Print.

Sommers, Nancy.  Responding to Student Writers . Macmillan Higher Education, 2013.

Straub, Richard. “Responding, Really Responding to Other Students’ Writing.” The Subject is Writing: Essays by Teachers and Students. Ed. Wendy Bishop. Boynton/Cook, 1999. Web.

White, Edward M., and Cassie A. Wright.  Assigning, Responding, Evaluating: A Writing Teacher’s Guide . 5th ed. Bedford/St. Martin’s, 2015. Print.

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Assessment and Curriculum Support Center

Creating and using rubrics.

Last Updated: 4 March 2024. Click here to view archived versions of this page.

On this page:

• What is a rubric?
• Why use a rubric?
• What are the parts of a rubric?
• Developing a rubric
• Sample rubrics
• Scoring rubric group orientation and calibration
• Suggestions for using rubrics in courses
• Equity-minded considerations for rubric development
• Tips for developing a rubric
• Additional resources & sources consulted

Note:  The information and resources contained here serve only as a primers to the exciting and diverse perspectives in the field today. This page will be continually updated to reflect shared understandings of equity-minded theory and practice in learning assessment.

1. What is a rubric?

A rubric is an assessment tool often shaped like a matrix, which describes levels of achievement in a specific area of performance, understanding, or behavior.

There are two main types of rubrics:

Analytic Rubric : An analytic rubric specifies at least two characteristics to be assessed at each performance level and provides a separate score for each characteristic (e.g., a score on “formatting” and a score on “content development”).

• Advantages: provides more detailed feedback on student performance; promotes consistent scoring across students and between raters
• Disadvantages: more time consuming than applying a holistic rubric
• You want to see strengths and weaknesses.
• You want detailed feedback about student performance.

Holistic Rubric: A holistic rubrics provide a single score based on an overall impression of a student’s performance on a task.

• Advantages: quick scoring; provides an overview of student achievement; efficient for large group scoring
• Disadvantages: does not provided detailed information; not diagnostic; may be difficult for scorers to decide on one overall score
• You want a quick snapshot of achievement.
• A single dimension is adequate to define quality.

2. Why use a rubric?

• A rubric creates a common framework and language for assessment.
• Complex products or behaviors can be examined efficiently.
• Well-trained reviewers apply the same criteria and standards.
• Rubrics are criterion-referenced, rather than norm-referenced. Raters ask, “Did the student meet the criteria for level 5 of the rubric?” rather than “How well did this student do compared to other students?”
• Using rubrics can lead to substantive conversations among faculty.
• When faculty members collaborate to develop a rubric, it promotes shared expectations and grading practices.

Faculty members can use rubrics for program assessment. Examples:

The English Department collected essays from students in all sections of English 100. A random sample of essays was selected. A team of faculty members evaluated the essays by applying an analytic scoring rubric. Before applying the rubric, they “normed”–that is, they agreed on how to apply the rubric by scoring the same set of essays and discussing them until consensus was reached (see below: “6. Scoring rubric group orientation and calibration”). Biology laboratory instructors agreed to use a “Biology Lab Report Rubric” to grade students’ lab reports in all Biology lab sections, from 100- to 400-level. At the beginning of each semester, instructors met and discussed sample lab reports. They agreed on how to apply the rubric and their expectations for an “A,” “B,” “C,” etc., report in 100-level, 200-level, and 300- and 400-level lab sections. Every other year, a random sample of students’ lab reports are selected from 300- and 400-level sections. Each of those reports are then scored by a Biology professor. The score given by the course instructor is compared to the score given by the Biology professor. In addition, the scores are reported as part of the program’s assessment report. In this way, the program determines how well it is meeting its outcome, “Students will be able to write biology laboratory reports.”

3. What are the parts of a rubric?

Rubrics are composed of four basic parts. In its simplest form, the rubric includes:

• A task description . The outcome being assessed or instructions students received for an assignment.
• The characteristics to be rated (rows) . The skills, knowledge, and/or behavior to be demonstrated.
• Beginning, approaching, meeting, exceeding
• Emerging, developing, proficient, exemplary 
• Novice, intermediate, intermediate high, advanced 
• Beginning, striving, succeeding, soaring
• Also called a “performance description.” Explains what a student will have done to demonstrate they are at a given level of mastery for a given characteristic.

4. Developing a rubric

Step 1: Identify what you want to assess

Step 2: Identify the characteristics to be rated (rows). These are also called “dimensions.”

• Specify the skills, knowledge, and/or behaviors that you will be looking for.
• Limit the characteristics to those that are most important to the assessment.

Step 3: Identify the levels of mastery/scale (columns).

Tip: Aim for an even number (4 or 6) because when an odd number is used, the middle tends to become the “catch-all” category.

Step 4: Describe each level of mastery for each characteristic/dimension (cells).

• Describe the best work you could expect using these characteristics. This describes the top category.
• Describe an unacceptable product. This describes the lowest category.
• Develop descriptions of intermediate-level products for intermediate categories.

Important: Each description and each characteristic should be mutually exclusive.

Step 5: Test rubric.

• Apply the rubric to an assignment.
• Share with colleagues.

Tip: Faculty members often find it useful to establish the minimum score needed for the student work to be deemed passable. For example, faculty members may decided that a “1” or “2” on a 4-point scale (4=exemplary, 3=proficient, 2=marginal, 1=unacceptable), does not meet the minimum quality expectations. We encourage a standard setting session to set the score needed to meet expectations (also called a “cutscore”). Monica has posted materials from standard setting workshops, one offered on campus and the other at a national conference (includes speaker notes with the presentation slides). They may set their criteria for success as 90% of the students must score 3 or higher. If assessment study results fall short, action will need to be taken.

Step 6: Discuss with colleagues. Review feedback and revise.

Important: When developing a rubric for program assessment, enlist the help of colleagues. Rubrics promote shared expectations and consistent grading practices which benefit faculty members and students in the program.

5. Sample rubrics

Rubrics are on our Rubric Bank page and in our Rubric Repository (Graduate Degree Programs) . More are available at the Assessment and Curriculum Support Center in Crawford Hall (hard copy).

These open as Word documents and are examples from outside UH.

• Group Participation (analytic rubric)
• Participation (holistic rubric)
• Design Project (analytic rubric)
• Critical Thinking (analytic rubric)
• Media and Design Elements (analytic rubric; portfolio)
• Writing (holistic rubric; portfolio)

6. Scoring rubric group orientation and calibration

When using a rubric for program assessment purposes, faculty members apply the rubric to pieces of student work (e.g., reports, oral presentations, design projects). To produce dependable scores, each faculty member needs to interpret the rubric in the same way. The process of training faculty members to apply the rubric is called “norming.” It’s a way to calibrate the faculty members so that scores are accurate and consistent across the faculty. Below are directions for an assessment coordinator carrying out this process.

Suggested materials for a scoring session:

• Copies of the rubric
• Copies of the “anchors”: pieces of student work that illustrate each level of mastery. Suggestion: have 6 anchor pieces (2 low, 2 middle, 2 high)
• Score sheets
• Extra pens, tape, post-its, paper clips, stapler, rubber bands, etc.

Hold the scoring session in a room that:

• Allows the scorers to spread out as they rate the student pieces
• Has a chalk or white board, smart board, or flip chart
• Describe the purpose of the activity, stressing how it fits into program assessment plans. Explain that the purpose is to assess the program, not individual students or faculty, and describe ethical guidelines, including respect for confidentiality and privacy.
• Describe the nature of the products that will be reviewed, briefly summarizing how they were obtained.
• Describe the scoring rubric and its categories. Explain how it was developed.
• Analytic: Explain that readers should rate each dimension of an analytic rubric separately, and they should apply the criteria without concern for how often each score (level of mastery) is used. Holistic: Explain that readers should assign the score or level of mastery that best describes the whole piece; some aspects of the piece may not appear in that score and that is okay. They should apply the criteria without concern for how often each score is used.
• Give each scorer a copy of several student products that are exemplars of different levels of performance. Ask each scorer to independently apply the rubric to each of these products, writing their ratings on a scrap sheet of paper.
• Once everyone is done, collect everyone’s ratings and display them so everyone can see the degree of agreement. This is often done on a blackboard, with each person in turn announcing his/her ratings as they are entered on the board. Alternatively, the facilitator could ask raters to raise their hands when their rating category is announced, making the extent of agreement very clear to everyone and making it very easy to identify raters who routinely give unusually high or low ratings.
• Guide the group in a discussion of their ratings. There will be differences. This discussion is important to establish standards. Attempt to reach consensus on the most appropriate rating for each of the products being examined by inviting people who gave different ratings to explain their judgments. Raters should be encouraged to explain by making explicit references to the rubric. Usually consensus is possible, but sometimes a split decision is developed, e.g., the group may agree that a product is a “3-4” split because it has elements of both categories. This is usually not a problem. You might allow the group to revise the rubric to clarify its use but avoid allowing the group to drift away from the rubric and learning outcome(s) being assessed.
• Once the group is comfortable with how the rubric is applied, the rating begins. Explain how to record ratings using the score sheet and explain the procedures. Reviewers begin scoring.
• Are results sufficiently reliable?
• What do the results mean? Are we satisfied with the extent of students’ learning?
• Who needs to know the results?
• What are the implications of the results for curriculum, pedagogy, or student support services?
• How might the assessment process, itself, be improved?

7. Suggestions for using rubrics in courses

• Use the rubric to grade student work. Hand out the rubric with the assignment so students will know your expectations and how they’ll be graded. This should help students master your learning outcomes by guiding their work in appropriate directions.
• Use a rubric for grading student work and return the rubric with the grading on it. Faculty save time writing extensive comments; they just circle or highlight relevant segments of the rubric. Some faculty members include room for additional comments on the rubric page, either within each section or at the end.
• Develop a rubric with your students for an assignment or group project. Students can the monitor themselves and their peers using agreed-upon criteria that they helped develop. Many faculty members find that students will create higher standards for themselves than faculty members would impose on them.
• Have students apply your rubric to sample products before they create their own. Faculty members report that students are quite accurate when doing this, and this process should help them evaluate their own projects as they are being developed. The ability to evaluate, edit, and improve draft documents is an important skill.
• Have students exchange paper drafts and give peer feedback using the rubric. Then, give students a few days to revise before submitting the final draft to you. You might also require that they turn in the draft and peer-scored rubric with their final paper.
• Have students self-assess their products using the rubric and hand in their self-assessment with the product; then, faculty members and students can compare self- and faculty-generated evaluations.

8. Equity-minded considerations for rubric development

Ensure transparency by making rubric criteria public, explicit, and accessible

Transparency is a core tenet of equity-minded assessment practice. Students should know and understand how they are being evaluated as early as possible.

• Ensure the rubric is publicly available & easily accessible. We recommend publishing on your program or department website.
• Have course instructors introduce and use the program rubric in their own courses. Instructors should explain to students connections between the rubric criteria and the course and program SLOs.
• Write rubric criteria using student-focused and culturally-relevant language to ensure students understand the rubric’s purpose, the expectations it sets, and how criteria will be applied in assessing their work.
• For example, instructors can provide annotated examples of student work using the rubric language as a resource for students.

Meaningfully involve students and engage multiple perspectives

Rubrics created by faculty alone risk perpetuating unseen biases as the evaluation criteria used will inherently reflect faculty perspectives, values, and assumptions. Including students and other stakeholders in developing criteria helps to ensure performance expectations are aligned between faculty, students, and community members. Additional perspectives to be engaged might include community members, alumni, co-curricular faculty/staff, field supervisors, potential employers, or current professionals. Consider the following strategies to meaningfully involve students and engage multiple perspectives:

• Have students read each evaluation criteria and talk out loud about what they think it means. This will allow you to identify what language is clear and where there is still confusion.
• Ask students to use their language to interpret the rubric and provide a student version of the rubric.
• If you use this strategy, it is essential to create an inclusive environment where students and faculty have equal opportunity to provide input.
• Be sure to incorporate feedback from faculty and instructors who teach diverse courses, levels, and in different sub-disciplinary topics. Faculty and instructors who teach introductory courses have valuable experiences and perspectives that may differ from those who teach higher-level courses.
• Engage multiple perspectives including co-curricular faculty/staff, alumni, potential employers, and community members for feedback on evaluation criteria and rubric language. This will ensure evaluation criteria reflect what is important for all stakeholders.
• Elevate historically silenced voices in discussions on rubric development. Ensure stakeholders from historically underrepresented communities have their voices heard and valued.

Honor students’ strengths in performance descriptions

When describing students’ performance at different levels of mastery, use language that describes what students can do rather than what they cannot do. For example:

• Instead of: Students cannot make coherent arguments consistently.
• Use: Students can make coherent arguments occasionally.

9. Tips for developing a rubric

• Find and adapt an existing rubric! It is rare to find a rubric that is exactly right for your situation, but you can adapt an already existing rubric that has worked well for others and save a great deal of time. A faculty member in your program may already have a good one.
• Evaluate the rubric . Ask yourself: A) Does the rubric relate to the outcome(s) being assessed? (If yes, success!) B) Does it address anything extraneous? (If yes, delete.) C) Is the rubric useful, feasible, manageable, and practical? (If yes, find multiple ways to use the rubric: program assessment, assignment grading, peer review, student self assessment.)
• Collect samples of student work that exemplify each point on the scale or level. A rubric will not be meaningful to students or colleagues until the anchors/benchmarks/exemplars are available.
• Expect to revise.
• When you have a good rubric, SHARE IT!

10. Additional resources & sources consulted:

Rubric examples:

• Rubrics primarily for undergraduate outcomes and programs
• Rubric repository for graduate degree programs

Workshop presentation slides and handouts:

• Workshop handout (Word document)
• How to Use a Rubric for Program Assessment (2010)
• Techniques for Using Rubrics in Program Assessment by guest speaker Dannelle Stevens (2010)
• Rubrics: Save Grading Time & Engage Students in Learning by guest speaker Dannelle Stevens (2009)
• Rubric Library , Institutional Research, Assessment & Planning, California State University-Fresno
• The Basics of Rubrics [PDF], Schreyer Institute, Penn State
• Creating Rubrics , Teaching Methods and Management, TeacherVision
• Allen, Mary – University of Hawai’i at Manoa Spring 2008 Assessment Workshops, May 13-14, 2008 [available at the Assessment and Curriculum Support Center]
• Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation , 7(25).
• NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills . [PDF] (June 2005)

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10.2: Sample Grading Rubrics

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• Barbara Hall & Elizabeth Wallace
• Georgia State University - Perimeter College via GALILEO Open Learning Materials

The following pages show a variety of sample grading rubrics. We have also included a rubric from Freshman Composition to give you an idea of what may be expected in your college-level writing course.

Sample Rubric #1 - High Intermediate/Advanced Academic Writing Courses

Name: _________________________________________ Draft #1 - ___________/12 = __________%

WRITING ASSIGNMENT: _____________________________________ Final Draft - __________/12 = ___________%

Comments:____________________________________________________________________________________________________________________________________________________________________________________________

Credit: Beth Wallace, Assistant Professor, Georgia State University Perimeter College

Sample Rubric #2 - High Intermediate/Advanced Academic Writing Courses

Advanced ESL Writing Name____________________________

Essay Scoring Guidelines

Credit: Lynne Bost, Associate Professor, Georgia State University Perimeter College

Sample Rubric #3 – Freshman Composition Courses

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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ESL Essay Writing Rubric

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Scoring essays written by English learners can at times be difficult due to the challenging task of writing larger structures in English. ESL / EFL teachers should expect errors in each area and make appropriate concessions in their scoring. Rubrics should be based on a keen understanding of English learner communicative levels . This essay writing rubric provides a scoring system which is more appropriate to English learners than standard rubrics. This essay writing rubric also contains marks not only for organization and structure, but also for important sentence level mistakes such as the correct usage of linking language , spelling , and grammar.

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ACT Writing

What time is it? It's essay time! In this article, I'm going to get into the details of the newly transformed ACT Writing by discussing the ACT essay rubric and how the essay is graded based on that. You'll learn what each item on the rubric means for your essay writing and what you need to do to meet those requirements.

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ACT Essay Grading: The Basics

If you've chosen to take the ACT Plus Writing , you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders , who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12.

NOTE : From September 2015 to June 2016, ACT Writing scores were calculated by adding together your domain scores and scaling to a score of 1-36; the change to an averaged 2-12 ACT Writing score was announced June 28, 2016 and put into action September 2016.

The Complete ACT Grading Rubric

Based on ACT, Inc's stated grading criteria, I've gathered all the relevant essay-grading criteria into a chart. The information itself is available on the ACT's website , and there's more general information about each of the domains here . The columns in this rubric are titled as per the ACT's own domain areas, with the addition of another category that I named ("Mastery Level").

ACT Writing Rubric: Item-by-Item Breakdown

Whew. That rubric might be a little overwhelming—there's so much information to process! Below, I've broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like.

Ideas and Analysis

The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself. Here's what the ACT website has to say about this domain:

Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation.

Based on this description, I've extracted the three key things you need to do in your essay to score well in the Ideas and Analysis domain.

#1: Choose a perspective on this issue and state it clearly. #2: Compare at least one other perspective to the perspective you have chosen. #3: Demonstrate understanding of the ways the perspectives relate to one another. #4: Analyze the implications of each perspective you choose to discuss.

There's no cool acronym, sorry. I guess a case could be made for "ACCE," but I wanted to list the points in the order of importance, so "CEAC" it is.

Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the time of "generating productive ideas." In addition, "analyzing each perspective" does not mean that you need to argue from each of the points of view. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to at least one other perspective by evaluating how correct the perspectives you discuss are and analyzing the implications of each perspective.

Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to another perspective, we do not recommend it. 40 minutes is already a pretty short time to discuss and compare multiple points of view in a thorough and coherent manner—coming up with new, clearly-articulated perspectives takes time that could be better spend devising a thorough analysis of the relationship between multiple perspectives.

To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided:

Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives.

Perspective One : What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people.

Perspective Two : Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.

Perspective Three : Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities.

First, in order to "clearly state your own perspective on the issue," you need to figure out what your point of view, or perspective, on this issue is going to be. For the sake of argument, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective:

I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.

In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view (with what the rubric calls "nuance and precision in thought and purpose"):

Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best—think, create, and move the world forward.

Next, you must compare at least one other perspective to your perspective throughout your essay, including in your initial argument. Here's what a 3-scoring essay's argument would look like:

I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be.

And here, in contrast, is what a 6-scoring essay's argument (that includes multiple perspectives) would look like:

Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. Rather than forcing us to challenge our ideas about what humans are or could be, machines simply allow us to BE, without distractions. This then frees up humans to do what we do best—think, create, and move the world forward.

You also need to demonstrate a nuanced understanding of the way in which the two perspectives relate to each other. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this domain would provide a more insightful context within which to consider the issue:

In the future, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable pinnacles of achievement. I would argue, however, projecting possible futures does not make them true, and that the evidence we have at present supports the perspective that machines are, above all else, efficient and effective completing repetitive and precise tasks.

Finally, to analyze the perspectives, you need to consider each aspect of each perspective. In the case of Perspective Two, this means you must discuss that machines are good at two types of jobs, that they're better than humans at both types of jobs, and that their efficiency creates a better world. The analysis in a 3-scoring essay is usually "simplistic or somewhat unclear." By contrast, the analysis of a 6-scoring essay "examines implications, complexities and tensions, and/or underlying values and assumptions."

• Choose a perspective that you can support.
• Compare at least one other perspective to the perspective you have chosen.
• Demonstrate understanding of the ways the perspectives relate to one another.
• Analyze the implications of each perspective you choose to discuss.

To score well on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view. This leads straight into the next domain: Development and Support.

Development and Support

Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT.org [bolding mine]:

Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples . They help the reader understand their thinking about the issue.

"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone."

In your essay, you might start out by copying the perspective directly into your essay as your point of view, which is fine for the Ideas and Analysis domain. To score well in the Development and Support domain and develop your point of view with logical reasoning and detailed examples, however, you're going to have to come up with reasons for why you agree with this perspective and examples that support your thinking.

Here's an example from an essay that would score a 3 in this domain:

Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly.

Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6:

Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer (a machine) is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer (another machine), I can easily correct this error and print out more copies quickly.

The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim ("Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans"). To develop this example further (and incorporate the "This efficiency leads to a more prosperous and progressive world for everyone" facet of the perspective), I would need to expand my example to explain why it's so important that multiple copies of precisely replicated documents be available, and how this affects the world.

World Map - Abstract Acrylic by Nicolas Raymond , used under CC BY 2.0 /Resized from original.

Organization

Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website :

Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion.

Making sure your essay is logically organized relates back to the "development" part of the previous domain. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay.

Let's go back to the machine intelligence essay example again. I've decided to argue for Perspective Two, which is:

An essay that scores a 3 in this domain would show a "basic organizational structure," which is to say that each perspective analyzed would be discussed in its own paragraph, "with most ideas logically grouped." A possible organization for a 3-scoring essay:

An essay that scores a 6 in this domain, on the other hand, has a lot more to accomplish. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. Here's a possible organization for a 6-scoring essay:

In this example, the unifying idea is that machines are helpful (and it's mentioned in each paragraph) and the progression of ideas makes more sense. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together.

Here are my Top 5 ACT Writing Organization Rules to follow:

#1: Be sure to include an introduction (with your thesis stating your point of view), paragraphs in which you make your case, and a conclusion that sums up your argument

#2: When planning your essay, make sure to present your ideas in an order that makes sense (and follows a logical progression that will be easy for the grader to follow).

#3: Make sure that you unify your essay with one main idea . Do not switch arguments partway through your essay.

#4: Don't write everything in one huge paragraph. If you're worried you're going to run out of space to write and can't make your handwriting any smaller and still legible, you can try using a paragraph symbol, ¶, at the beginning of each paragraph as a last resort to show the organization of your essay.

#5: Use transitions between paragraphs (usually the last line of the previous paragraph and the first line of the paragraph) to "strengthen the relationships among ideas" ( source ). This means going above and beyond "First of all...Second...Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument.

Language Use

The final domain on the ACT Writing rubric is Language Use and Conventions. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use:

Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively.

I tend to think of this as the "be a good writer" category, since many of the standards covered in the above description are ones that good writers will automatically meet in their writing. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing.

There are three main parts of this domain:

#1: Grammar, Usage, and Mechanics #2: Sentence Structure #3: Vocabulary and Word Choice

I've listed them (and will cover them) from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. For instance, if you're struggling with grammar and usage, you need to focus on fixing that before you start to think about precision of vocabulary/word choice.

Grammar, Usage, and Mechanics

At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" ( ACT.org ). First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop.

Here's an example from an essay that scored a 3 in Language Use:

Machines are good at doing there jobs quickly and precisely. Also because machines aren't human or self-aware they don't get bored so they can do the same thing over & over again without getting worse.

While the meaning of the sentences is clear, there are several errors: the first sentence uses "there" instead of "their," the second sentence is a run-on sentence, and the second sentence also uses the abbreviation "&" in place of "and." Now take a look at an example from a 6-scoring essay:

Machines excel at performing their jobs both quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored." This means that they can perform the same task over and over without a decrease in quality.

This example solves the abbreviation and "there/their" issue. The second sentence is missing a comma (after "self-aware"), but the worse of the run-on sentence issue is absent.

Our Complete Guide to ACT Grammar might be helpful if you just need a general refresh on grammar rules. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know for the essay, the explanations of the grammar rules themselves are quite helpful.

Sentence Structure

Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use (based on sentence structure alone) might look like:

Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances.

The sentence structures in the above example are not particularly varied (two sentences in a row start with "Machines are"), and the last sentence has a very complicated/convoluted structure, which makes it hard to understand. For comparison, here's a 6-scoring essay:

Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy.

For whatever reason, I find that when I'm under time pressure, my sentences maintain variety in their structures but end up getting really awkward and strange. A real life example: once I described a method of counteracting dementia as "supporting persons of the elderly persuasion" during a hastily written psychology paper. I've found the best ways to counteract this are as follows:

#1: Look over what you've written and change any weird wordings that you notice.

#2: If you're just writing a practice essay, get a friend/teacher/relative who is good at writing (in English) to look over what you've written and point out issues (this is how my own awkward wording was caught before I handed in the paper). This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself.

Vocabulary and Word Choice

The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay (spelling corrected):

Machines are good at doing their jobs quickly and precisely.

Compare that to this sentence from a 6-scoring essay:

Machines excel at performing their jobs both quickly and precisely.

The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing." This is an example of using language that is both more skillful ("excel" is more advanced than "are good at") and more precise ("performing" is a more precise word than "doing"). It's important to make sure that, when you do use more advanced words, you use them correctly. Consider the below sentence:

"Machines are often instrumental in ramifying safety features."

The sentence uses a couple of advanced vocabulary words, but since "ramifying" is used incorrectly, the language use in this sentence is neither skillful nor precise. Above all, your word choice and vocabulary should make your ideas clearer, not make them harder to understand.

untitled is also an adjective by Procsilas Moscas , used under CC BY 2.0 /Resized and cropped from original.

How Do I Use the ACT Writing Grading Rubric?

Okay, we've taken a look at the ACTual ACT Writing grading rubric and gone over each domain in detail. To finish up, I'll go over a couple of ways the scoring rubric can be useful to you in your ACT essay prep.

Use the ACT Writing Rubric To...Shape Your Essays

Now that you know what the ACT is looking for in an essay, you can use that to guide what you write about in your essays...and how develop and organize what you say!

Because I'm an Old™ (not actually trademarked), and because I'm from the East Coast, I didn't really know much about the ACT prior to starting my job at PrepScholar. People didn't really take it in my high school, so when I looked at the grading rubric for the first time, I was shocked to see how different the ACT essay was (as compared to the more familiar SAT essay ).

Basically, by reading this article, you're already doing better than high school me.

An artist's impression of L. Staffaroni, age 16 (look, junior year was/is hard for everyone).

Use the ACT Writing Rubric To...Grade Your Practice Essays

The ACT can't really give you an answer key to the essay the way it can give you an answer key to the other sections (Reading, Math, etc). There are some examples of essays at each score point on the ACT website , but these examples assume that students will be at an equal level in each of domains, which will not necessarily be true for you. Even if a sample essay is provided as part of a practice test answer key, it will probably use different context, have a different logical progression, or maybe even argue a different viewpoint.

The ACT Writing rubric is the next best thing to an essay answer key. Use it as a filter through which to view your essay . Naturally, you don't have the time to become an expert at applying the rubric criteria to your essay to make sure you're in line with the ACT's grading principles and standards. That is not your job. Your job is to write the best essay that you can. If you're not confident in your ability to spot grammar, usage, and mechanics issues, I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes.

If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform ? As I manage all essay grading, I happen to know a bit about the essay part of this platform, which provides you with both an essay grade and custom feedback. Learn more about PrepScholar ACT Prep and our essay grading here!

What's Next?

Desirous of some more sweet sweet ACT essay articles? Why not start with our comprehensive guide to the ACT Writing test and how to write an ACT essay, step-by-step ? (Trick question: obviously you should do this.)

Round out your dive into the details of the ACT Writing test with tips and strategies to raise your essay score , information about the best ACT Writing template , and advice on how to get a perfect score on the ACT essay .

Want actual feedback on your essay? Then consider signing up for our PrepScholar test prep platform . Included in the platform are practice tests and practice essays graded by experts here at PrepScholar.

Want to improve your ACT score by 4 points?

Check out our best-in-class online ACT prep program . We guarantee your money back if you don't improve your ACT score by 4 points or more.

Our program is entirely online, and it customizes what you study to your strengths and weaknesses . If you liked this Writing lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We're special in having expert instructors grade your essays and give you custom feedback on how to improve . We'll also give you a step-by-step program to follow so you'll never be confused about what to study next.

Check out our 5-day free trial:

Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.

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Two ESL Writing Rubric Templates

Providing timely and high-quality feedback to students is key to ensure they make consistent progress, but grading (English as a Second Language) ESL writing assignments is time-consuming. An ESL writing rubric can make the process significantly easier for you and transparent for your students.

In this blog post, we will show you two ESL writing rubric templates that you can use to grade your student’s writing. But first, let’s understand what is an ESL writing rubric.

What is an ESL Writing Rubric?

Grading written essays objectively and consistently is difficult without standardized rubrics. With an ESL writing feedback rubric teachers can provide detailed, personalized, fair and unbiased feedback to their students.

Rubric-based feedback is helpful for students because it clearly communicates their instructor's expectations and how they measure against it, so don’t forget to craft a rubric that very clearly captures expectations and your feedback for the assignment.

ESL Writing Rubric Template

Esl essay writing rubric template.

Thank you for submitting your assignment. You can read my feedback below: Purpose {formtoggle: name=Clearly defined; default=yes}Purpose is clearly defined; includes many details that connect talking points and develop the assignment; may include minor irrelevant information.{endformtoggle: trim=yes} {formtoggle: name=good, not well supported; default=no}Purpose is comprehensible and defined; includes some details, although not all points are adequately supported; some irrelevant information.{endformtoggle: trim=yes} {formtoggle: name=not comprehensible, loose connections; default=no}Purpose is defined, but may not be comprehensible for readers who don’t know the writer; few details included; loose connections; a lot of irrelevant information.{endformtoggle: trim=yes}{formtoggle: name=no supporting details; default=no}Attempts to define the purpose; few to no supporting details.{endformtoggle} Organization {formtoggle: name=coherent and logical; default=yes}Coherent and logical throughout the assignment; clear beginning, middle and end; smooth transitions used to connect ideas.{endformtoggle: trim=yes} {formtoggle: name=follows a logical sequence; default=no}Assignment follows a logical sequence; contains a beginning, middle and end.{endformtoggle: trim=yes} {formtoggle: name=beginning or end is unclear; default=no}Attempts to follow a logical sequence; beginning or ending is unclear or ends abruptly.{endformtoggle: trim=yes} {formtoggle: name=incoherent, disconnected ideas; default=no}No coherent order; written with sentence fragments or disconnected ideas.{endformtoggle} Vocabulary {formtoggle: name=wide vocab; default=yes}Wide variety of vocabulary used; words help expand the topic; minor inaccuracies that do not affect the reader's ability to comprehend the assignment.{endformtoggle: trim=yes} {formtoggle: name=good vocab, few errors; default=no}Variety of words related to the topic; few errors.{endformtoggle: trim=yes} {formtoggle: name=basic vocab, unrelated words; default=no}Uses basic vocabulary; some words are not related to the topic.{endformtoggle: trim=yes} {formtoggle: name=limited vocab, very inaccurate; default=no}Uses a limited vocabulary that is below the expected level; vocabulary is largely inaccurate.{endformtoggle} Grammar/Punctuation/Conventions {formtoggle: name=excellent; default=yes}The writer demonstrates an excellent understanding of English conventions; limited errors that do not affect the reader’s ability to comprehend the assignment.{endformtoggle: trim=yes} {formtoggle: name=average; default=no}Demonstrates an average understanding of English conventions; errors are unlikely to affect reader comprehension; low amount of errors.{endformtoggle: trim=yes} {formtoggle: name=frequent errors; default=no}Shows some understanding of English conventions; frequent errors; errors hinder reader’s ability to comprehend the assignment.{endformtoggle: trim=yes} {formtoggle: name=incomprehensible; default=no}Demonstrates lower than expected knowledge of English conventions; the piece is nearly incomprehensible.{endformtoggle}

Fluency {formtoggle: name=noticeable effort to write; default=yes}The writer does not use translation; puts noticeable effort to write like a native speaker.{endformtoggle: trim=yes} {formtoggle: name=very few errors; default=no}Very little translation is used in the assignment; effort to write like a native speaker; errors are few.{endformtoggle: trim=yes} {formtoggle: name=hard to understand; default=no}Heavy translation throughout the document; writing is hard to understand.{endformtoggle: trim=yes} {formtoggle: name=incomprehensible; default=no}Writing is incomprehensible.{endformtoggle}

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