Michigan Portfolios

Developing a Rating Rubric

Name one type/genre of writing that is important for you at some point in your teaching.  Place the name of this type of writing next to the asterisk below.  You might be choosing from forms such as:  personal narrative/memoir, expository essay, persuasive writing, research paper, critical analysis, letter, poem, or other.

Now, list three basic traits (or categories) that are related to achieving quality with that type of writing you named after the asterisk.  These might be basic rhetorical traits such as:  development, focus, and organization, or whatever represent key aspects or steps in the type of writing you selected.  Try to name the traits that are especially important to you as you would teach this type of writing.  List these three traits after the letters (a., b., c.) below the asterisked type of writing.

Finally, select one of those basic traits and write two short descriptions of qualities that identify whether that rhetorical trait is being handled with excellence or in a less effective manner.  You will write short guiding statements, or “descriptors,” for recognizing excellence and short guiding statements for recognizing a less effective rendition of this trait.  Place short statements characterizing excellence after “Excellent” and short statements characterizing ineffective handling of the trait after “Developing.”  A term that could be an interim term between these two might be “Successful,” which would indicate a successful but not excellent rendering of the trait.  You now have a three-level rating rubric.

*(Type of Writing/Genre):  _______________

Three categories of concern or basic rhetorical traits related to quality with this type of writing:

a.                                    b.                                    c.

One Selected Rhetorical Trait/Category from list of three above:  _______________

3. Excellent:

2. Successful:

1. Developing: