A rubric removes some of the uncertainty from assessing writing samples. Rubrics provide categories, such as content, grammar, organization, voice and fluency, by which a piece of writing will be judged. Under each category appears a spectrum of scores -- ideally a scale from 1 to 5 -- accompanied by a description to denote how well the writing demonstrates the category ideals. Each writing sample should be scored by at least three separate teachers to ensure unity in grading.
Middle school students’ writing should reflect a basic understanding of grammar and spelling. If a piece of writing is riddled with mistakes, the writer has no credibility in the readers’ eyes. Spelling and grammatical errors detract from the content and are the first thing upon which a writer is judged. Simple grammatical mistakes that students in middle school should no longer be making include errors in subject and verb agreement, run-on sentences, inappropriate punctuation and capitalization, incorrect homophone use, and egregious spelling mistakes. Students may not have adequate time to review their work because writing assessments usually have a time component, so do not grade too severely if grammatical errors are few and far between.
A writing sample should never read like a laundry list of items. Each point should be fleshed out with specifics. The content should be engaging, and the audience should be compelled to continue reading. Ideas should not be repeated over and over again. The scorer also must assess whether or not the content is accurate and relevant to the topic. The content must answer the prompt with sufficient detail.
Writing must be appropriate to its audience. Keeping this in mind, the writing sample takes on a particular tone that is suitable for the style of writing. Prompts around which samples are written tend to be geared toward a purpose, such as to narrate, describe or persuade the audience. If the sample is for a persuasive piece of writing, the author should be able to come up with at least three reasons to support his point. Descriptive writing should include sensory imagery and possess a healthy dose of imagination. Narrative writing tells a story; therefore, the writing should follow a certain sequence and have a plot. Determine how well the writer fulfills the purpose in his sample.
The student’s choice of vocabulary adds power and intrigue to his writing. An author’s voice shows through the vocabulary he chooses to use. The middle school student should be able to create images with his words, using strong verbs and creative nouns that showcase an extensive vocabulary. Using big words does not automatically garner praise and high marks. Instead, the author must be able to choose words appropriate for his audience and purpose. A writer may have an incomplete grasp of a word and then employ the word incorrectly, so good word choice also means being able to use words precisely.
Writing that is devoid of grammatical mistakes and has a lot of ideas still may not be considered “good” writing. Although grammatically perfect, a piece of writing can still bore its audience. Ideas should follow a logical course throughout the piece. To draw the reader in, a writer should make his piece flow by using transitions between paragraphs and even sentences. The author should add variety to his sentences; not all sentences need begin the same way. He could start with introductory clauses or vary the length of the sentences by combining related ideas. The writing should not sound choppy when read aloud.