EAW+Reflective+Writing+Rubric

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=REFLECTIVE WRITING RUBRIC= This is a rubric written in student language for high school students to use to create expressive writing that meets high standards of quality.


 * Categories**
 * Grade Level**: 11-12
 * Subject**: Career Development & Occupational Studies, Engineering, Technology
 * Type of Assessment**: Written

|| My sentences vary in length and structure to enhance meaning. My sentence beginnings are varied and interesting. || My sentences are generally varied in length and structure. My sentence beginnings are often varied. || The length and structure of my sentences vary somewhat. I attempt to vary sentence beginning structures, but some are repeated. || The length and structure of my sentences vary little. I vary my sentence beginnings very little. ||
 * ||  ||   ||= **4** ||= **3** ||= **2** ||= **1** ||
 * ||  || **Ideas: Self-Expression** || I use writing to thoughtfully and carefully share my personal experiences, opinions, and feelings through a variety of formats such as letters, notes, e-mail, personal essays, blogs, and a personal Website. || I use writing to share my experiences and feelings in several formats. || Sometimes, I use writing to share my experiences and feelings. || I rarely use writing to share my experiences and feelings with others. ||
 * ||  || **Ideas: Self-Analysis** || I use writing to analyze and evaluate my learning, set goals, and accurately describe complex feelings. || I use writing to reflect on my learning, set goals, and describe feelings. || I sometimes use writing to reflect on my learning and describe feelings. || I rarely use writing to reflect on my learning or describe feelings. ||
 * ||  || **Ideas: Exploration** || I often, on my own and in school, use writing to generate and explore information, feelings, and ideas. || I use writing to generate and explore information, feelings, and ideas. || Sometimes, with help, I use writing to generate and explore information, feelings, and ideas. || I rarely use writing to generate and explore information, feelings, and ideas. ||
 * ||  || **Organization for an Audience: Title** || My writing has an engaging, powerful title that provides a clue to the meaning of the writing and captures the attention of potential readers. || My title clearly describes the topic of the writing. || My title attempts to describe the topic of the writing. || If I have a title, it does not accurately describe the topic of the writing. ||
 * ||  || **Organization for an Audience: Transitions** || I use a variety of words, phrases, ans structures to connect ideas to they flow in a natural and logical way and build on each other. My writing flows at a pace appropriate for the audience and the topic, elaborating when appropriate. || I use transitions to connect ideas so they flow together. The pace of my writing is appropriate. || I attempt to connect ideas with transitions. The flow of my writing is sometimes awkward. Some parts may be too detailed and others may be too sketchy. || I do not connect my ideas with transitions. My writing rarely flows smoothly. It is often too detailed or too sketchy. ||
 * Organization for an Audience: Paragraphs** || My paragraphing provides structure and enhances meaning for the reader. || My paragraph facilitate understanding. || My paragraphs sometimes detract from the meaning of the writing. || Excessive paragraphing, or the lack of it, detracts from the meaning of the writing. ||
 * ||  || **Organization: Format** || I choose a format that is appropriate for the topic and the audience, and I follow its conventions effectively to communicate what I want to say. || I choose an appropriate format in which to share my thoughts. || With help, I can choose an appropriate format to share my thoughts. || I always use the same format to share my thoughts. ||
 * ||  || **Voice: Honesty** || I write truthfully and sincerely, expressing my thoughts about a topic or idea I think is important and meaningful. || I write honestly about ideas I think are important. || I try to write honestly about ideas I think are important, but parts of my writing my sound like I am just doing an assignment. || My writing sounds like I am just doing an assignment or saying what I think readers want to hear. ||
 * ||  || **Voice: Rhythm** || My writing has a cadence and rhythm that give it a natural sound when read out loud. || My writing sounds natural when read out loud. || Parts of my writing may sound natural when read out loud, but other parts sound choppy and awkward. || My writing sound choppy and awkward when read out loud. ||
 * ||  || **Voice: Concrete Details** || I select appropriate details from my personal life to add interest and support to the ideas I am writing about. || I use personal details appropriately to enhance my writing. || I try to use personal details to enhance my writing, but often the details are inappropriate or irrelevant. || The personal details I use to enhance my writing are usually inappropriate or irrelevant. ||
 * ||  || **Word Choice** || The words I use are precise, specific, and accurate. I use powerful and interesting words and phrases to engage readers by creating memorable pictures in their minds. || The words I use are accurate. I use interesting words to engage readers. || The words I use are sometimes vague, general, and not descriptive. I sometimes use predictable, uninteresting language. || The words i sue are usually vague, general, and not descriptive. I usually use predictable, uninteresting language. ||
 * ||  || **Sentence Variety**
 * ||  || **Organization: Format** || I choose a format that is appropriate for the topic and the audience, and I follow its conventions effectively to communicate what I want to say. || I choose an appropriate format in which to share my thoughts. || With help, I can choose an appropriate format to share my thoughts. || I always use the same format to share my thoughts. ||
 * ||  || **Voice: Honesty** || I write truthfully and sincerely, expressing my thoughts about a topic or idea I think is important and meaningful. || I write honestly about ideas I think are important. || I try to write honestly about ideas I think are important, but parts of my writing my sound like I am just doing an assignment. || My writing sounds like I am just doing an assignment or saying what I think readers want to hear. ||
 * ||  || **Voice: Rhythm** || My writing has a cadence and rhythm that give it a natural sound when read out loud. || My writing sounds natural when read out loud. || Parts of my writing may sound natural when read out loud, but other parts sound choppy and awkward. || My writing sound choppy and awkward when read out loud. ||
 * ||  || **Voice: Concrete Details** || I select appropriate details from my personal life to add interest and support to the ideas I am writing about. || I use personal details appropriately to enhance my writing. || I try to use personal details to enhance my writing, but often the details are inappropriate or irrelevant. || The personal details I use to enhance my writing are usually inappropriate or irrelevant. ||
 * ||  || **Word Choice** || The words I use are precise, specific, and accurate. I use powerful and interesting words and phrases to engage readers by creating memorable pictures in their minds. || The words I use are accurate. I use interesting words to engage readers. || The words I use are sometimes vague, general, and not descriptive. I sometimes use predictable, uninteresting language. || The words i sue are usually vague, general, and not descriptive. I usually use predictable, uninteresting language. ||
 * ||  || **Sentence Variety**
 * ||  || **Voice: Concrete Details** || I select appropriate details from my personal life to add interest and support to the ideas I am writing about. || I use personal details appropriately to enhance my writing. || I try to use personal details to enhance my writing, but often the details are inappropriate or irrelevant. || The personal details I use to enhance my writing are usually inappropriate or irrelevant. ||
 * ||  || **Word Choice** || The words I use are precise, specific, and accurate. I use powerful and interesting words and phrases to engage readers by creating memorable pictures in their minds. || The words I use are accurate. I use interesting words to engage readers. || The words I use are sometimes vague, general, and not descriptive. I sometimes use predictable, uninteresting language. || The words i sue are usually vague, general, and not descriptive. I usually use predictable, uninteresting language. ||
 * ||  || **Sentence Variety**
 * ||  || **Word Choice** || The words I use are precise, specific, and accurate. I use powerful and interesting words and phrases to engage readers by creating memorable pictures in their minds. || The words I use are accurate. I use interesting words to engage readers. || The words I use are sometimes vague, general, and not descriptive. I sometimes use predictable, uninteresting language. || The words i sue are usually vague, general, and not descriptive. I usually use predictable, uninteresting language. ||
 * ||  || **Sentence Variety**
 * ||  || **Sentence Variety**
 * ||  || **Sentence Fragments** || I use sentence fragments appropriately to enhance interest and meaning. || I sue sentence fragments effectively. || I try to use sentence fragments effectively, but sometimes they are confusing. || When I use sentence fragments, they usually confuse the reader. ||
 * ||  || **Conventions** || I have no errors in spelling, punctuation, and capitalization. i use Standard English throughout the writing. || My spelling, punctuation, and capitalization are mostly correct, and no errors detract from meaning. I use Standard English throughout the writing. || I make some errors in spelling, punctuation, and capitalization that make my writing harder to understand. I occasionally use non-Standard English in inappropriate ways. || I make errors in spelling, punctuation, and capitalization that make my writing very difficult to understand. I use non-Standard English in ways that often detract fro the meaning. ||
 * ||  || **Conventions: Flexibility** || I successfully manipulate conventions of spelling, punctuation, capitalization, and Standard English, when appropriate, to enhance meaning and style. || I sometimes successfully manipulate conventions of spelling, capitalization, punctuation, and Standard English. || Sometimes, I try to manipulate conventions of spelling, capitalization, punctuation, and Standard English, but my attempts often confuse readers. || I rarely try to manipulate conventions, and when I do, my attempt takes away from the meaning of my writing. ||
 * ||  || **Conventions: Personal Writing** || If my writing is just for learning or just for me to read, my spelling, punctuation, and capitalization do not keep me from understanding what I wrote. || If my writing is just for learning or just for me to read, my spelling, punctuation, and capitalization rarely keeps me from understanding what I wrote. || If my writing is just for learning or just for me to read, I sometimes make errors and I cannot understand what I wrote. || If my writing is just for learning or just for me to read, I often make so many errors that I cannot understand what I wrote. ||
 * ||  || **Conventions: Flexibility** || I successfully manipulate conventions of spelling, punctuation, capitalization, and Standard English, when appropriate, to enhance meaning and style. || I sometimes successfully manipulate conventions of spelling, capitalization, punctuation, and Standard English. || Sometimes, I try to manipulate conventions of spelling, capitalization, punctuation, and Standard English, but my attempts often confuse readers. || I rarely try to manipulate conventions, and when I do, my attempt takes away from the meaning of my writing. ||
 * ||  || **Conventions: Personal Writing** || If my writing is just for learning or just for me to read, my spelling, punctuation, and capitalization do not keep me from understanding what I wrote. || If my writing is just for learning or just for me to read, my spelling, punctuation, and capitalization rarely keeps me from understanding what I wrote. || If my writing is just for learning or just for me to read, I sometimes make errors and I cannot understand what I wrote. || If my writing is just for learning or just for me to read, I often make so many errors that I cannot understand what I wrote. ||
 * ||  || **Conventions: Personal Writing** || If my writing is just for learning or just for me to read, my spelling, punctuation, and capitalization do not keep me from understanding what I wrote. || If my writing is just for learning or just for me to read, my spelling, punctuation, and capitalization rarely keeps me from understanding what I wrote. || If my writing is just for learning or just for me to read, I sometimes make errors and I cannot understand what I wrote. || If my writing is just for learning or just for me to read, I often make so many errors that I cannot understand what I wrote. ||
 * ||  || **Conventions: Personal Writing** || If my writing is just for learning or just for me to read, my spelling, punctuation, and capitalization do not keep me from understanding what I wrote. || If my writing is just for learning or just for me to read, my spelling, punctuation, and capitalization rarely keeps me from understanding what I wrote. || If my writing is just for learning or just for me to read, I sometimes make errors and I cannot understand what I wrote. || If my writing is just for learning or just for me to read, I often make so many errors that I cannot understand what I wrote. ||

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 * ||  ||   || **OVERVIEW ** ||   ||   ||   || **UNIT PLAN ** ||   ||   ||   || **ASSESSMENTS ** ||   ||   ||   || **STUDENT SAMPLES ** ||   ||   ||   || **RESOURCES ** ||   ||   ||   || **REFLECTIONS ** ||   ||   ||   ||
 * ||  ||   || **OVERVIEW ** ||   ||   ||   || **UNIT PLAN ** ||   ||   ||   || **ASSESSMENTS ** ||   ||   ||   || **STUDENT SAMPLES ** ||   ||   ||   || **RESOURCES ** ||   ||   ||   || **REFLECTIONS ** ||   ||   ||   ||