Assessment Rubric for Letters: Analytical Scale For Self-Assessment or Peer-Assessment

Criteria

Proficiency

Advanced

Marginal

Basic

Organization: Elements &

Format

Includes all

requirements for the type of the requested letter.

Content is well

organized.

Includes all the

requirements for the type of the requested letter.

Content is organized.

Includes the

requirements for the type of the requested letter.

but

could be better

organized.

Does not include

many elements for the requested type of letter.

Content is poorly

organized

Sentences

& Paragraphs

Sentences and

paragraphs are

complete, well

constructed and of

varied structure.

All sentences and

paragraphs are

complete and well

constructed (no

fragments or run-ons).

Most sentences and

paragraphs are

complete and well

constructed. A few

need some work.

Many sentences

and/or paragraphs

need work

Style and Tone

Problem and request

are presented in a

constructive

manner. Request is

reasonable.

Problem and request

are stated with an

appropriate tone.

Request is

reasonable.

Tone OR

reasonableness of

request could be

improved.

Tone is threatening or

otherwise negative.

Request is

unreasonable OR

unclear

Grammar

& Spelling

There are no errors

in grammar or

spelling.

There are 12

errors

in grammar and/or

spelling.

There are 34

errors

in grammar and/or

spelling

There are more than

4 errors in grammar

and/or spelling.

Conventions:

Capitalization

& Punctuation

There are no errors

in capitalization and

punctuation

There are 12

errors

in capitalization and

punctuation.

There are 34

errors

in capitalization and

punctuation.

There are more than

4 errors in

capitalization and

punctuation.

Conventions:

Legibility

Typing or writing is

legible with no

distracting

corrections.

Typing or writing is

legible but there are

12

distracting

corrections.

Typing or writing is

marginally legible OR

there are 34

distracting

corrections.

Typing or writing is

not legible OR there

are more than 4

distracting

corrections.

Conventions:

Neatness

Document is clean

and neat with no

wrinkles.

Document is

generally clean but

has some folds or

worn edges.

Document is slightly

crumpled or stained.

Document is very

crumpled or stained.

Holistic

Score ____

Proficiency

Advanced

Marginal

Basic

WRITING APPLICATION

IDEAS/

CONTENT

States a clear position or

perspective in support of a

position or proposal that

strongly appeals to the target reader

States a clear position or

perspective in support of a

proposition or proposal

Position or perspective

may not be immediately

clear to the reader

No clear position or

proposal

Reasons

and

Evidence to

achieve the communicative purpose

• Skillfully describes the points

in support of the position, using

well-articulated, convincing

evidence

• Skillfully uses a variety of narrative,

Persuasive, other letter writing techniques

• Effective use of references

embedded within the text

•Adequately describes

the points in support of

the position, using logical,

well-articulated,

documented evidence

(supporting arguments, facts, statistics,

examples,

descriptions)

• Sources referenced

within the text

•Supporting points/

evidence is not logical,

sufficient, well

articulated, or

documented

• Offers little or no

supporting

points/evidence

Addressing

Concerns/

Counter-

Arguments

Addresses opposing

viewpoints and provides

details, supporting information, arguments, building an

extremely convincing and well focused

argument

Addresses opposing

viewpoints and provides

arguments,

details, supporting information, arguments

Anticipates few reader

concerns and arguments,

details, supporting information, arguments

Does not anticipate

reader concerns or

counter-arguments

WRITING STRATEGIES

ORGANIZATION

Skillful Structure:

• Strong, engaging introduction

• Logical and effective

sequencing of ideas linked to

thesis

• Conclusion strongly

reinforces thesis and gives

closure

Appropriate structure:

• Engaging introduction

• Logical sequencing of

ideas based on purpose

and linked to thesis

• Conclusion reinforces

thesis and gives closure

Weak structure:

• Introduction, body

and/or conclusion may

need some revision

• Evidence may be

isolated facts with weak

sequencing

Little or no structure:

• Introduction, body

and/or conclusion may

not exist or may need

major revision

VOICE

• Writer’s voice is confident,

convincing and imbedded

within the textual information

• Compels reader to react

favorably to writer’s position

• Clear sense of purpose and

Audience

• Writer’s voice is

confident and convincing

• Writer’s reaction and

feelings about the thesis

are evident

• Clear sense of purpose

and audience

• Consistent point of view

• Sense of purpose

and/or audience not clear

• Straight facts with

writer’s voice detached

from topic

• Unclear or no sense

of voice, purpose and

audience

WORD AND

LANGUAGE

CHOICE

•Words/

phrases powerfully

convey the intended message in

a very interesting and precise

way

• Academic language imbedded

throughout text

• Precise words/phrases

get the message across

• Uses academic language

related to the text

• More precise and

accurate words are

needed to create a clear

message

• Limited vocabulary;

words may be used

inappropriately

SENTENCE

FLUENCY

• Purposeful and innovative

sentence structure to enhance

intended effect

• Skillful use of transitions

within and across paragraphs

• Purposeful use of

sentence structure to

enhance intended effect

• Transitions connect

ideas within and across

paragraphs

• Some understanding of

sentence structure

• Limited use of

appropriate transitions

• Little or no sense of

sentence structure

• Lacks transitions

CONVEN

TIONS

• Shows creativity and

flexibility when using

conventions to enhance

meaning

• Uses grade level

appropriate conventions;

errors are minor and do

not obscure meaning

• Uses grade level

appropriate conventions;

errors occasionally

obscure meaning

• Limited

understanding of grade

level appropriate

conventions