The writer’s age and developmental level. Their educational background and experience. Their familiarity with the language in which they will be writing.
For example, if you’re evaluating an ESL writer’s skills, you may wish to focus mainly on linguistic accuracy (e. g. , correct use of grammar, syntax, word forms, and vocabulary). If you are evaluating the writing of children, keep their age and grade level in mind. For example, you should expect an 8th grader to have a more complex understanding of verb moods and tenses than a 4th grader. Use a chart like this one to determine what skills are appropriate for the child’s grade level: https://www. cde. state. co. us/sites/default/files/documents/coreadingwriting/documents/rwc_gle_at_a_glance. pdf. For professional and academic writing, basic technical proficiency may be less of a concern than style, content, organization, and proper citation techniques. However, you should still evaluate technical proficiency, as it’s an important part of the writer’s skills. Think of your evaluation as having a broader approach as the writer’s educational background advances.
For example, if you are testing the writer’s ability to use descriptive language, you might ask them to describe a piece of art in a few paragraphs, or to describe a photo of the countryside. If you want to assess their ability to convey information concisely, you could have them complete an assignment in a specific number of words or paragraphs. You may not be addressing the writer’s immediate needs, especially if they’re in a class you’re teaching. However, you should be helping them work on a specific skill.
The use of proper writing conventions, such as good spelling, grammar, syntax, capitalization, and punctuation. The writer’s mastery of written vocabulary. The clarity and fluency with which the writer presents their arguments. The use of clear and logical structure within the text.
Rubrics allow you to score students with different needs and backgrounds using a different scale. Consider the writer’s background and current skill level when creating your rubric so you can differentiate your evaluation process. For example, an ESL student will have a different rubric than a native speaker who is also an honor student. If you’re not sure where to start, do an online search for example writing rubrics. This site offers a variety of rubric templates: http://rubistar. 4teachers. org/index. php. A holistic rubric might assign a letter grade based on the overall clarity, organization, and technical proficiency of the writing. For example, you might say, “An ‘A’ paper will present the main argument clearly and support it with specific facts. It will also be free of grammatical and spelling errors. ” In an analytic rubric, you will need to develop a numerical scoring system for the different criteria you will be looking at. For example, you might subtract 1 point for every grammatical error, or assign a range of points (0-10) for organization, fluency, or the degree to which the writing addresses the assignment topic.
How much time they have to complete the assignment. Approximately how long the text should be (e. g. , 5 paragraphs, 10 pages, or 300-500 words). The purpose of the assignment (e. g. , to assess their ability to present a persuasive argument). The topic (or range of topics) you would like them to write about.
For example, you might offer to provide feedback on drafts, and then look at how well they incorporate your suggestions into the final product. If you can, offer multiple assignments over a period of time, and provide feedback that encourages improvement and development.
The overall number of spelling errors (e. g. , what percentage of words are spelled correctly vs. incorrectly?). The writer’s understanding of basic spelling rules and patterns (e. g. , the use of silent letters, the softening of certain consonants before certain vowels, etc. ). The prevalence of common spelling errors in the writer’s work (such as mixing up commonly confused words, like “stationary” and “stationery”).
Use appropriate punctuation when indicating the use of direct quotations. Use proper punctuation to mark the ends of sentences (e. g. , periods, question marks, and exclamation points) and clauses (e. g. , commas, colons, and semicolons). Indicate contractions and possessives with the correct use of apostrophes.
Capitalizing the first words of sentences. Capitalizing proper nouns and adjectives, including personal names, place names, and titles before proper nouns (e. g. , Governor Johnson). Using correct capitalization when writing titles of works, such as books or articles.
Use correct verbal forms (e. g. , proper tense, mood, voice, person, and number). Understand grammatical cases and use appropriate forms (e. g. , distinguish between subjective, objective, and possessive forms of pronouns). Show agreement between grammatical forms (e. g. , nouns and pronouns match in number and gender).
Clear and correct word order. The use of conjunctions to link coordinating clauses within a sentence. Use of a variety of sentence structures (e. g. , simple declarative sentences, interrogative sentences, and compound sentences).
An introduction that briefly summarizes the topic or introduces the theme of the piece in some way. A body, in which the major points of the text are laid out. A conclusion, which wraps up the text and ties up any loose ends.
A topic sentence, clearly expressing the main idea of the paragraph. A few sentences supporting, explaining, or elaborating on the main theme. Some type of transition that links the current paragraph to the theme of the next paragraph.
In a narrative, the writer might present events in chronological order from earliest to latest. For an argumentative essay, the writer might start by presenting their strongest evidence and end with their weakest.
“Therefore” “On the other hand” “However” “Furthermore” “Likewise” “For example” “In conclusion”
Whether the words they use clearly express the desired meaning. Whether the words they use are appropriate for the tone of the article (e. g. , do then need to be more formal or casual?). Whether the vocabulary is varied enough to keep the reader’s interest. Whether words are being used correctly and at a level appropriate to the writer’s age, developmental level, or experience level. Whether the word choice is appropriate for the intended audience of the piece.
The use of distinctive words, phrases, and metaphors instead of clichés and stock phrases. A unifying and consistent mood or tone. Confident “ownership” of opinions and viewpoints.
If the work is intended for a general audience, a chatty and informal tone might be appropriate. For an academic essay, the tone and word choice should be formal and technical. The passive voice is also more appropriate in academic writing than in other types of writing. [18] X Research source While good advertising copy might appeal to the reader’s emotions, an informative essay on a technical topic should be written in a more objective and impartial tone.
Are there unnecessary tangents and redundant sentences or paragraphs? Does the piece contain unnecessary background information (i. e. , information that is already obvious to the reader)?
Page length or word count. Fonts and special characters. Formatting for sources and citations. Line spacing, margin sizes, and headers.
For example, instead of “Grammar needs improvement,” you might say something like “Your understanding of tense is strong, but I’m noticing you have a tendency to mismatch your subjects and modifiers. ”
For example, instead of just saying, “I’m having a hard time understanding the main point of this paragraph,” you could add, “It might be clearer if you started with a topic sentence. ”
For example, if you’re mainly interested in spelling, grammar, and punctuation, don’t spend a lot of time making comments on vocabulary choice. Keep your commentary appropriate to the writer’s experience level, as well. For example, if you’re evaluating an 8-year-old’s writing, it might be best to focus on their basic technical skills rather than correcting stylistic issues.
For example, “As a reader, I’m not sure where this idea is coming from in paragraph 2. I think it might make more sense to me if you introduced some evidence for your statement in the previous paragraph. ”
