TWE: CBAS WRITING RUBRICS

CATEGORY

10 - Above Standard 7.5 - Meets Standar

s
ds

5 - Approaching Sta
ndards

2.5 - Below Standar 0 - Unacceptable Sta

ds
ndards

5-paragraph essay
format is evident,
clearly organized, and
thoroughly developed.

5-paragraph essay
format is evident,
clearly organized, but
not thoroughly
developed or it is
incomplete.

A 4-paragraph essay
format is evident,
clearly organized, and
thoroughly developed.

4-paragraph essay
format is evident,
clearly organized, but
not thoroughly
developed or it is
incomplete.

The examinee writes

nothing OR the Essay
composition does NOT
meet the 5-paragraphessay standard format
or the 4-paragraphessay standard format,
OR the student writes
nothing.

The author has an

interesting
introductory
paragraph. Focusing
leads to the authors
position.

The author has an

interesting
introductory paragraph
but the connection to
the topic is not clear.

The introductory
paragraph is NOT
interesting AND is
slightly related to the
topic.

The examinee writes

nothing OR the
introductory paragraph
is not interesting AND
is not relevant to the
topic.

Thesis Statement
provides a clear
statement of the
author's position on
the topic. Connects
well with paper title,

The Thesis Statement

is present, but does
not make the author's
position clear.

A Thesis Statement is
present, BUT it is
slightly related to the
topic.

The examinee writes

nothing OR there is
NO position statement
or it is not related to
the topic; fails to
answer the question.

Essay
Format

The introductory
paragraph has a
strong hook or
attention grabber that
is appropriate for the
audience. This could
Background be a strong statement,
and Focusing a relevant quotation,
statistic, or question
addressed to the
reader. Focusing leads
to the authors
position. .
Thesis
Statement

Thesis is easily
identifiable, plausible,
novel, sophisticated,
insightful, and crystal
clear; clear statement
of the authors

Score

DIRECCIN ACADMICA Y DE INNOVACIN PEDAGGICA (DAIP)

TWE: CBAS WRITING RUBRICS

position about the
may outline the main
topic. Connects well
points to be discussed.
with paper title; may
outline the main points
to be discussed.

First
Argument /
Reason

Second
Argument /
Reason

Topic Sentence clearly

states the reason.
There are three
supporting arguments,
each with an example.
All of the evidence and
examples are specific
and relevant to
support the author's
position.

Topic Sentence clearly

states the reason.
There is a minimum of
three supporting
sentences, and at least
one is an example. All
of the evidence and
examples are specific
and relevant to
support the author's
position.

Topic Sentence clearly

states the reason. It is
not clearly organized
and is incomplete or
contains some
inaccurate points.

Topic Sentence does

NOT clearly state the
reason. It is NOT
clearly organized and
is only minimally on
the topic (arguments
and/or pieces of
evidence: facts,
statistics, examples,
real-life experiences)
do NOT clearly
support the position
statement

The examinee writes

nothing OR fails to
state a reason and
support the position
statement.

Topic Sentence clearly

states the reason.
There are three
supporting arguments,
each with an example.
All of the evidence and
examples are specific
and relevant to
support the author's
position.

Topic Sentence clearly

states the reason.
There is a minimum of
three supporting
sentences, and at least
one is an example. All
of the evidence and
examples are specific
and relevant to
support the author's
position.

Topic Sentence clearly

states the reason. It is
not clearly organized
and is incomplete or
contains some
inaccurate points.

Topic Sentence does

NOT clearly state the
reason. It is NOT
clearly organized and
is only minimally on
the topic (arguments
and/or pieces of
evidence: facts,
statistics, examples,
real-life experiences)
do NOT clearly support
the position
statement.

The examinee writes

nothing OR fails to
state a reason and
support the position
statement.

DIRECCIN ACADMICA Y DE INNOVACIN PEDAGGICA (DAIP)

TWE: CBAS WRITING RUBRICS

Third
Argument /
Reason

Closing
Paragraph

Topic Sentence clearly

states the reason.
There are three
supporting arguments,
each with an example.
All of the evidence and
examples are specific
and relevant to
support the author's
position.

Topic Sentence clearly

states the reason.
There is a minimum of
three supporting
sentences, and at least
one is an example. All
of the evidence and
examples are specific
and relevant to
support the author's
position.

Topic Sentence clearly

states the reason. It is
not clearly organized
and is incomplete or
contains some
inaccurate points.

Topic Sentence does

NOT clearly state the
reason. It is NOT
clearly organized and
is only minimally on
the topic (arguments
and/or pieces of
evidence: facts,
statistics, examples,
real-life experiences)
do NOT clearly
support the position
statement.

The writer CLEARLY

restates thesis
statement. CLEARLY
Summarizes main
points: the writer
CLEARLY paraphrases
his/her opinion.
CLEARLY writes
personal comment or
call for attention.

The writer restates

thesis statement. The
conclusion is
recognizable but fails
to summarize main
points, or write a
personal comment or
call for attention.

The writer only

restates thesis
statement. Summary
of the main points
and/or call for
attention is not clearly
organized or it is
verbose.

The writer does NOT

There is NO conclusion
clearly restate thesis
or it is out of topic.
statement. The
conclusion is NOT
clearly organized and
fails to summarize
main points, or write a
personal comment or
call for attention.

Examinee can
generally be
understood. Language
is competent. There
may be a few errors,
but they are rarely
distracting.

Basic ideas can be

understood. Language
shows a basic control.
Errors may be
distracting and may
occasionally impede
understanding.

The examinee's ideas

are occasionally
intelligible. Sentence
structure and word
choice are simple.
Errors may be
frequently distracting
and may significantly
impede understanding.

Examinee can be
understood
completely. Shows a
Comprehensi good command of
bility and
language. Very few if
Grammar
any grammatical
structure errors that
do not distract the
reader.

The examinee writes

nothing or fails to state
a reason and support
the position statement.

The examinee writes

nothing, or there is
NOT a single complete
sentence.

DIRECCIN ACADMICA Y DE INNOVACIN PEDAGGICA (DAIP)

TWE: CBAS WRITING RUBRICS

Transitions
and Word
Choice

Most or all transitions

are accurately used
and reflect the writers
logic. Ideas clearly flow
cohesively.

Correct indentation,
Indentation, punctuation and case
Capitals, and throughout; variety
Punctuation used.

Transitions are
generally used and
reflect the writers
logic. Ideas generally
flow cohesively.

Transitions, if used, are

simple and expected
and they may try to
reflect the writers
logic. The ideas flow
cohesively sometimes
and at other times do
not.

Transitions are rarely

used and/or they may
be inappropriate or
misleading. Ideas do
NOT flow smoothly.

The examinee writes

nothing or there are
NO transitions to make
the ideas flow
cohesively.

Correct indentation.
Minor errors in
punctuation and case;
variety used.

May show correct

indentation in most or
all paragraphs. Few
punctuation and case
errors.

May show correct

indentation in most or
all paragraphs. Several
punctuation and case
errors.

The examinee writes

nothing or there is NO
punctuation and/or
case variety.

FINAL
GRADE

DIRECCIN ACADMICA Y DE INNOVACIN PEDAGGICA (DAIP)