Scoring Rubric – Journalism Sports Article

4--Exceptional 3--Effective 2--Developing 1--Beginning

Ideas  Clear and insightful topic statement.
The meaning and  The content of the topic sentences
development of the interconnects logically and offers thorough
message support for the larger idea.
 Topic is developed using relevant and
compelling facts, definitions, concrete
details, and quotes as appropriate.
 Quotes and information from the primary
and a variety of secondary sources are
cited and integrated smoothly.
Organization  Unique intro includes an effective and
The structure of the compelling attention getter and previews
piece vertically and what is to follow.
horizontally  An effective conclusion follows from and
connects to the information presented;
conclusion leaves the reader with
something to think about.
 Thoughtful, appropriate and varied
transitions create cohesion and clarify
connections between ideas.
 Clear topic statement.
 Topic sentences clearly and logically
support the larger idea.
 Topic is developed using relevant facts,
definitions, concrete details, and quotes as
appropriate.
 Quotes from primary and secondary
sources are used and cited, though some
may not be integrated smoothly.
 Intro includes an effective attention getter
and previews what is to follow.
 The conclusion follows from and connects
to the information presented.
 Appropriate transitions create cohesion
and clarify connections between ideas.
 Subject is clear, but topic statement may
be underdeveloped.
 Topic sentences do not always support the
larger idea; reader sometimes has to infer.
 Topic is underdeveloped, though some
attempt is made to include facts,
definitions, details, or quotes.
 Few quotes are used to support topic, or
paper relies heavily on a few sources only.
 Intro is formulaic or only partially
connected to topic.
 Conclusion simply reiterates the intro or
may not completely connect to the
information presented.
 Transitions may be formulaic or simplistic.
 General topic is vague, missing or
undeveloped.
 Topic sentences are not clearly connected
to thesis.
 Topic is poorly developed or not
developed at all, with little or no relevant
or accurate support.
 Intro is disconnected from topic,
confusing, or missing.
 Conclusion simply restates the topic or is
missing.
 Transitions are unclear, limited or missing.
 Piece is hard to follow.

Word Choice  Powerful, engaging, and precise words.  Words are correct and appropriate to the  Words, while generally correct, are not  On several occasions, the words chosen
The specific  Language creates clarity. task but could be more specific and precise enough to convey the intended are incorrect or do not convey the
vocabulary the  Vocabulary is content specific and helps to powerful. meaning. intended meaning.
writer uses to develop the writer’s credibility.  Vocabulary is appropriate to grade level.  Vocabulary is thesaurus heavy or overly  Vocabulary is limited.
convey meaning general (nice, good, really, okay)
Voice  Voice is engaging and compelling,  Voice is very strong in places, but at times  Voice peeks through only occasionally.  Piece is flat, monotonous; no voice
The way the writer reflecting interest in and commitment to could use some spicing up. Generally the piece is flat. present.
brings the topic to the topic.  Tone is mostly formal.  Tone is often informal; piece sounds more  Tone is inappropriately casual.
life  The tone is informed, even scholarly.  Generally appropriate to the audience with conversational than scholarly.
 The tone is perfect for the intended the opportunity for some revision.
audience.

Sentence  Varied sentence structure enhances  Good use of sentence length and  Strong and varied structure.  Attempts to use compound and complex
readability. structure.  Expressive reading is possible in some sentences, but does not provide reader
Fluency  Ideas flow smoothly; invites expressive  Rhythm of the language sounds natural; places but not in others. with much variety.
The way the words reading. allows for expressive reading.  Expressive reading is difficult; reader
and phrases flow stumbles over language.
throughout the text
Conventions  Accurate use of punctuation,  Spelling is generally correct.  Some spelling errors.  Spelling generally correct on basic words.
The mechanical capitalization, and spelling; almost perfect.  Generally accurate use of punctuation and  Inconsistent use of punctuation and  Punctuation and capitalization reflects
correctness of the  Grammar and usage contain almost no capitalization; a few errors. capitalization. misunderstanding of conventions.
piece mistakes.  Standard grammar and usage.  Grammar and usage often incorrect.  Grammar errors are distracting.
 Paragraphing enhances clarity.  Sound and logical paragraphing.  Most paragraphing conventions are  Paragraphing conventions are not
 Consistent, accurate use of MLA or  Consistent, fairly accurate use of MLA or followed. followed.
appropriate style guide. appropriate style guide.  Inconsistent use of MLA/style guide.  Lacking or incorrect use of style guide.
A = 32 – 29 B = 28 – 25 C = 24 – 19 D = 18 – 14 F = 13 – 8