OKLAHOMA ANALYTIC SCORING RUBRIC

Score
4+ = 30
4- = 28
3+ = 26
3- = 23
2 = 18
1= 15
Score
4+ = 25
4- = 23

Student ______________________________________ Date _____________

Ideas and Development

Main idea is clear. Ideas are fully developed and elaborated using details,
examples, reasons, or evidence. Uniqueness, interest to the audience, or
strong supporting details express insightful perspective towards topic.
Content suits purpose.
Main idea is evident, but may lack clarity. Adequately supported ideas
using some detail. Perspective sustained throughout most of the
composition. Content adequate for purpose.
Main idea is not focused; reader is left with questions and must infer.
Ideas minimally developed, or may simply be a list. Difficulty expressing
perspective toward topic. Content inconsistent with purpose.
Lacks central idea. Ideas lack development or may be repetitive. No
perspective on topic. Content is irrelevant to purpose.
Organization, Unity, and Coherence
Introduction engages reader. Sustained focus on the topic. Logical
sequencing. Smooth flow from one idea to the next through the use of
effective transitions. Conclusion is satisfying.

2 = 15

Evident introduction to the topic. Adequate focus and sequencing. Stays

on topic with little digression. Uses limited but effective transitions.
Order and structure are present. Conclusion is appropriate.
Weak evidence of unity. Ideas may be only minimally connected by
limited transitions or sequencing. Details may be randomly placed.

1= 12

Lacks logical direction. No evidence of organizational structure.

Score
4+ = 15
4 - = 14

Grammar, Usage, and Mechanics

Correct spelling, punctuation, capitalization, grammar, and usage, with
only minor errors not affecting readability.

3+ = 13
3- = 11
2=9
1= 7

More noticeable errors, which do not significantly affect readability.

3+ = 21
3- = 18

4+ = 30
4- = 28
3+ = 26
3- = 23
2 = 18
1= 15
Score
4+ = 25
4- = 23

3+ = 13
3 - = 11
2=9
1=7
Score
4+ = 15
4 - = 14
3+ = 13
3 - = 11
2=9
1=7

Adequate control of sentence formation. Adequate variety of sentence

types, lengths, and structures. May contain a small number of errors that
do not interfere with fluency. Ideas organized into paragraphs.
Writing contains errors such as run-ons and fragments that interfere with
fluency. Limited variety of sentence structure. Little or no attempt at
paragraphing.
Inappropriate sentence structure with many errors. No variety or attempt
at paragraphing.
Word Choice
Precise, appropriate, accurate, and specific word choices that convey the
correct meaning and appeal to the audience. Characterized by lively
verbs, vivid nouns, imaginative adjectives, and figurative language. No
vague, overused, repetitive words.
Word choices that are appropriate and specific. Attempts at figurative
language and dialogue. Some lively verbs, vivid nouns, and imaginative
adjectives. Few vague, overused, repetitive words.
Lacks precision and variety. Simplistic and relies on overused and vague
language. Few attempts at figurative language and dialogue. Colorless
and unimaginative. May be inappropriate for purpose.
Extremely limited. Meaning may be unclear or inaccurate.

Total Points
Scores listed reflect the weights assigned using the State formula. On the State
composite scale: 25% - 42% is Unsatisfactory, 43%-59% is limited knowledge,
60%-89% is Satisfactory, and 90%-100% is Advanced.
Comments:

Student ______________________________________ Date _____________

Ideas and Development

Main idea is clear. Ideas are fully developed and elaborated using details,
examples, reasons, or evidence. Uniqueness, interest to the audience, or
strong supporting details express insightful perspective towards topic.
Content suits purpose.
Main idea is evident, but may lack clarity. Adequately supported ideas
using some detail. Perspective sustained throughout most of the
composition. Content adequate for purpose.
Main idea is not focused; reader is left with questions and must infer.
Ideas minimally developed, or may simply be a list. Difficulty expressing
perspective toward topic. Content inconsistent with purpose.
Lacks central idea. Ideas lack development or may be repetitive. No
perspective on topic. Content is irrelevant to purpose.
Organization, Unity, and Coherence
Introduction engages reader. Sustained focus on the topic. Logical
sequencing. Smooth flow from one idea to the next through the use of
effective transitions. Conclusion is satisfying.

2 = 15

Evident introduction to the topic. Adequate focus and sequencing. Stays

on topic with little digression. Uses limited but effective transitions.
Order and structure are present. Conclusion is appropriate.
Weak evidence of unity. Ideas may be only minimally connected by
limited transitions or sequencing. Details may be randomly placed.

1= 12

Lacks logical direction. No evidence of organizational structure.

Score
4+ = 15
4 - = 14

Grammar, Usage, and Mechanics

Correct spelling, punctuation, capitalization, grammar, and usage, with
only minor errors not affecting readability.

3+ = 13
3- = 11
2=9

More noticeable errors, which do not significantly affect readability.

3+ = 21
3- = 18

4+ = 15
4 - = 14

Sentences and Paragraphs

Excellent control and formation of sentences. Rich variety of sentence
structure, type, and length contribute to fluency and interest. Paragraphs
used where appropriate. Few, if any, errors.

Errors may be distracting or interfere with readability.

Errors are numerous and severely impede readability.

OKLAHOMA ANALYTIC SCORING RUBRIC

Score

Score

Errors may be distracting or interfere with readability.

Score
4+ = 15
4 - = 14
3+ = 13
3 - = 11
2=9
1=7
Score
4+ = 15
4 - = 14
3+ = 13
3 - = 11
2=9
1=7

Sentences and Paragraphs

Excellent control and formation of sentences. Rich variety of sentence
structure, type, and length contribute to fluency and interest. Paragraphs
used where appropriate. Few, if any, errors.
Adequate control of sentence formation. Adequate variety of sentence
types, lengths, and structures. May contain a small number of errors that
do not interfere with fluency. Ideas organized into paragraphs.
Writing contains errors such as run-ons and fragments that interfere with
fluency. Limited variety of sentence structure. Little or no attempt at
paragraphing.
Inappropriate sentence structure with many errors. No variety or attempt
at paragraphing.
Word Choice
Precise, appropriate, accurate, and specific word choices that convey the
correct meaning and appeal to the audience. Characterized by lively
verbs, vivid nouns, imaginative adjectives, and figurative language. No
vague, overused, repetitive words.
Word choices that are appropriate and specific. Attempts at figurative
language and dialogue. Some lively verbs, vivid nouns, and imaginative
adjectives. Few vague, overused, repetitive words.
Lacks precision and variety. Simplistic and relies on overused and vague
language. Few attempts at figurative language and dialogue. Colorless
and unimaginative. May be inappropriate for purpose.
Extremely limited. Meaning may be unclear or inaccurate.

Total Points
Scores listed reflect the weights assigned using the State formula. On the State
composite scale: 25% - 42% is Unsatisfactory, 43%-59% is limited knowledge,
60%-89% is Satisfactory, and 90%-100% is Advanced.
Comments:

1= 7

Errors are numerous and severely impede readability.