Language

Style

Formal essay writing style is more limited than its creative counterparts. The style strand evaluates the formal register, or formal style, of the author’s writing as well as their craft.

Register:
This criterion addresses the appropriateness of the style and language for the task and audience. For academic writing pieces assessed using this rubric, we strive for formal register.

Craft:
Craft refers to the specific writer’s moves in expository writing.

Sentence Fluency

Sentence Fluency focuses on the type, fluidity, and effect of sentences within the essay. Strong sentence fluency leads to natural, active, and concise writing.

Fluency:
Fluency is the ability to deliver information quickly, naturally, and correctly.

Concision:
Concision is marked by effective and efficient communication: it is free of superfluous information and requires a strong command of language and a dedication to revision.

Word Choice

This strand evaluates one’s ability to select the best word to communicate an idea and utilize a broad range of dynamic, striking, and sophisticated words.

Range & Quality:
This criterion refers to the breadth and depth of words used correctly, the author’s vocabulary.

Conventions

Authors need to understand and apply grammatical rules; they also need to spell correctly.

Grammar:
These are Standard English rules of communication.

Spelling:
This criterion evaluates spelling in an essay.

Click Numbers to View Standard Bearers
Register
Craft

0
1
2 Style 2
3 Style 3 (Set 1) Style 3 (Set 2)
4 Style 4 (Set 1) Style 4 (Set 2) Style 4 (Set 3)
5 Style 5 (Set 1) Style 5 (Set 2) Style 5 (Set 3)
6 Style 6
7 Style 7 (Set 1) Style 7 (Set 2)
8 Style 8

- Uses mostly an informal tone in writing. Could include slang, symbols, or text speak. Writes in first person
- Attempts to incorporate a formal tone into writing.
- Attempts to establish and maintain a formal tone in writing.
- Writes primarily in third person; limited use of 1st person pronouns and 1st and 2nd person phrasing.
- Limited use of contractions.
- Almost always writes in 3rd person plural; appropriate verb tense;
- Establishes and maintains an appropriate distance with regard to purpose and audience;
- Limited use of contractions.
- Almost always writes with 3rd person plural phrasing with an appropriate distance;
- Appropriate verb tense, and clear pronoun use.
- Limited use of vague pronoun reference; almost no use of colloquialisms and contractions.
- Almost always writes with an appropriate distance, with regard to audience and purpose, maintaining consistent style and tone. Almost no vague pronouns.
- Consistently writes with an appropriate distance, with regard to audience and purpose, maintaining consistent style and tone.

- N/A 5th and 6th
- N/A 5th and 6th
- N/A 5th and 6th
- N/A 5th and 6th
- Attempts to use rhetorical device (i.e., rhetorical questions, analogies, figurative language, parallel structure) to engage reader.
- Attempts to use multiple rhetorical devices to engage reader.
- Attempts to use multiple rhetorical devices to engage reader. Use of varied syntax attempts to engage the reader.
- Effectively uses multiple rhetorical devices to engage reader.

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Fluency
Concision

- Mostly uses complete sentences.
- Mostly free of obvious fragments and run-ons.
- Mostly uses complete sentences.
- Simple and compound sentence types are used.
- Sentences are free of obvious fragments and run-ons.
- Almost all sentences complete.
- Simple and compound sentence types are used. Sentence beginnings vary yet are mostly routine, generic.
- Sentences are free of obvious fragments and run ons.
- Some sentences are varied in length and structure. Although easy to read aloud, writing may have some choppiness.
- Sentence beginnings vary, but sometimes they are routine, generic.
- Sometimes writes in the active voice.
- Generally, sentences are varied in length and structure. Although easy to read aloud, writing may have some choppiness.
- Sentence beginnings vary yet are routine, generic. Uses simple, compound and some complex sentence structures that are clear.
- Generally writes in the active voice.
- Some sentences are rhythmic and flowing. When read aloud sentence structure flows well and moves reader through the piece.
- Sentence beginnings are varied and generally add interest and energy; four sentence types (simple, compound, complex, and compound-complex) are effective.
- Mostly writes in the active voice.
- Sentences are generally varied and well built (parallel structure, some appositives, gerunds, etc.). They have flow, rhythm, and cadence that invites expressive oral reading.
- Varied sentence beginnings help strengthen the piece, adding interest and energy; four sentence types (simple, compound, complex, and compound-complex) create appropriate balance and variety.
- Writes primarily in the active voice.
- Sentences are varied and well built. They have flow, rhythm, and cadence that invites expressive oral reading.
- Varied sentence beginnings help strengthen the piece, adding interest and energy; four sentence types (simple, compound, complex, and compound-complex) create appropriate balance and variety.
- Writes primarily in the active voice.

- N/A 5th
- N/A 5th
- Writing includes some extraneous expressions (i.e.. “this shows,” “maybe,” “the quote is,” etc.).
- Writing is generally free of extraneous expressions (i.e.. “this shows,” “maybe,” “the quote is,” etc.).
- Writing is largely free of extraneous expressions. 1-2 exceptions may exist.
- Writing is largely free of extraneous expressions and generally free of unnecessary repetition of ideas.
- Writing is free of extraneous expressions and generally free of unnecessary repetition of ideas.
- Writing is free of extraneous expressions and generally free of unnecessary repetition of ideas; unnecessary fat is completely trimmed from writing.

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Range and Quality

- Limited vocabulary;
- Generally content language is used accurately.
- Attempts to use non-prompt academic or sophisticated language show willingness to stretch and grow, yet sometimes go too far and obscure intended meaning.
- Attempts to incorporate active verbs (e.g., “runs,” “chooses,” “rejects,” not “to be” variations, “to have” variations, or continuous tense (“is running”). However, verbs are not always used accurately or naturally.
- Prompt language is used correctly. Attempts to use academic or sophisticated language.
- Rough use of active verbs. Most active verbs are used appropriately.
- Generally words convey intended meaning.
- Prompt and non-prompt academic and content language is used accurately and precisely.
- Rough use of active verbs adds a sense of engagement and voice.
- In most cases, words are “just right” and clearly communicate intended meaning.
- Prompt and non-prompt, varied academic and content language is used accurately, precisely, and effectively.
- Varied use of active verbs gives a sense of individuality and voice.
- Prompt and non-prompt, varied academic and content language is used accurately, precisely, and effectively.
- Varied use of active verbs gives a sense of individuality and voice. Almost all words are necessary and contribute to meaning.
- Non-prompt, varied academic and content language is engaging and used powerfully.
- Varied use of active verbs gives a sense of individuality and voice.
- Words convey intended meaning in a precise, interesting, and natural way.
- Non-prompt, varied academic and content language is engaging and used powerfully. Varied use of active verbs gives a sense of individuality and voice.
- Connotation of words convey intended meaning and tone in a precise, interesting, and natural way.

Click Numbers to View Standard Bearers
Spelling
Grammar

- Numerous errors in spelling hinder comprehension.
- Any spelling errors are still decipherable and do not inhibit overall comprehension, although some sentences may be hard to understand.
- Any spelling errors are still decipherable and do not inhibit overall comprehension. Almost all words from prompt and text (names of characters/ places) spelled correctly. Generally, homophones are spelled correctly.
- Spelling is mostly correct. Mostly, homophones are spelled correctly. Almost all words from prompt/text are spelled correctly.
- Almost all homophones are spelled correctly. All words from prompt/text are spelled correctly.
- Spelling is overwhelmingly correct; spelling errors do not hinder comprehension of essay.
- Almost no mistakes in spelling. Almost all mistakes are a result of risk taking with above grade-level vocabulary (SAT words).
- All words, including above grade-level vocabulary, spelled correctly.

- Numerous errors in grammar hinder comprehension.
- Almost all capitalization and end punctuation correct. Titles written correctly.
- Additionally, almost all commas in compound sentences, commas in a series, and commas after introductory phrases correct.
- Additionally, almost all quotations are punctuated correctly and almost all verbs agree.
- Additionally, almost all complex sentences are punctuated correctly, and almost all verbs are in a consistent tense.
- Additionally, almost all pronouns are used correctly (agreement, case, no vague pronouns), and almost all possessives are written correctly. Generally, complex punctuation (semi-colon/ colon) is used accurately.
- Additionally, almost all direct evidence is grammatically and correctly presented (ellipses, brackets). Generally, appositives and gerunds are correctly punctuated. Strong command of grammar allows for clear and effective communication of ideas with minimal disruption.
- Strong command of grammar supports and enhances ideas presented.

Back to Language Strands

Style

Sentence Fluency

Word Choice

Conventions

Middle School Writing Rubric Bird's Eye View: