Helix Writing Rubric

6 Exemplary--your paper . . .
* is fresh and original (thesis)
A controlling idea (a stated or implied thesis, focus or dominant impression) which is communicated in an insightful and imaginative way)
* has a purposeful organizational plan
Clear organization of paragraphs in relationship to one another. The writer also demonstrates an ability to introduce and conclude the paper effectively.
* shows unusual connections and is reflective (commentary)
Competent and imaginative discussion of information in fully developed paragraphs (based either directly or indirectly on the assigned readings, if in response to a reading). The writer may use information from several sources, such as related readings, personal experience, observation, or class discussion.
* uses innovative, effective and appropriate modes of communication (sentence structure)
Appropriate and smooth transitions between paragraphs and between sentences. Sophisticated (varied and interesting) sentence structure incorporating such elements as parallel structure, appositives, a variety of sentence types and introductory clauses and phrases.
* uses superior diction
Mature and consistently effective word choice and tone
* has few, if any, mechanical flaws
Virtually no grammatical, punctuation, or mechanical errors.

5 Discerning--your paper . . .
* has well-developed and elaborated ideas (thesis)
A controlling idea (a stated or implied thesis, focus or dominant impression) which is developed in a thoughtful way (and responds to the assignment if it is in response to an assignment.)
* is clearly organized
Clear organization of paragraphs in relationship to one another. The writer also demonstrates an ability to introduce and conclude the paper effectively.
* tends to have two or more areas of analysis--is reflective (commentary)
Competent discussion of information in fully developed paragraphs based either directly or indirectly on the assigned readings. The writer may also use information from other sources such as related reading personal experience, observation or class discussion.
* uses clear, concise sentences and effective transitions (sentence structure)
Complete sentences with frequent use of subordination, coordination, parallel structure, appositives and so forth (although they may lack stylistic flair).
* uses mature language
Mature and effective word choice and tone.
* uses correct mechanics and paragraphing
Infrequent grammatical and mechanical errors.

4 Thoughtful--your paper . . .
* has adequate development (thesis)
A controlling idea (a stated idea or implied thesis, focus or dominant impression) and is developed in a multi- paragraph, though possibly formulaic, paper. (Must respond to the prompt if paper is in response to prompt).
* follows a basic organizational pattern
Clear organization of paragraphs in relationship to one another (although there may be a paragraph not clearly related to the thesis). The writer also demonstrates some ability to introduce and conclude the paper.
* has some depth of insight (commentary)
Satisfactory use of information in moderately developed body paragraphs, based either directly or indirectly on related readings, personal experience, observations, and/or class discussion. If in response to a specific reading, uses information based either directly or indirectly to it. (although there may be one body paragraph with insufficient support or weak logic and the writer may tend to repeat ideas rather than explore them).
* uses more showing than telling writing.
supplies effective examples and uses concrete descriptions to illustrate abstractions and generalizations
* uses varied sentence structure and some transitions (sentence structure)
Adequate use of transitions between paragraphs and sentences. Complete sentences, most of which demonstrate effective coordination and subordination.
* has occasional errors in mechanics and spelling
Some, but not many, grammatical, punctuation, and mechanical errors.

3 Literal--your paper . . .
* meets the basic requirements of a paper (thesis)
A controlling idea or focus which may be too general or too narrow.
* is somewhat organized but may lose focus
Weak organization because of an unclear order of paragraphs, or because more than one paragraph is not clearly related to the controlling idea. Paragraphs are formulaic in ordering and content rather than demonstrating complex relationships of ideas
* has some development (commentary)
Inaccurate or minimal use of information in inadequately developed paragraphs (they may be incoherent, underdeveloped, over-generalized) and minimal use of other sources as well.
* communicates ideas on a literal level (sentence structure)
Fragments, use of sentences that are unclear, repetitive or simplistic. (An unclear sentence might be flawed as follows: the subject is omitted, a pronoun reference is confusing, adverbial conjunctions such as "however," "nevertheless," and "thus" are inaccurately used. A repetitive sentence reveals little new information; a simplistic sentence is short, often following a subject-verb-object pattern with minimal coordination or subordination).
* has mechanical errors which interfere with reading
Inaccurate use of words (for example, an inaccurate use of "its" and "it's," "accept" and "except," "cloths" and "clothes," "there," "their" and "they're," and so on). Frequent and varied grammatical, punctuation and mechanical errors which cause confusion or interfere with the paper's clarity or that illustrate and inadequate ability to proofread for fragments; lack of agreement between subject, verb and pronoun; incorrect pronoun reference; inappropriate use of pronouns; shifts in time and person; and the inaccurate use of commas, semicolons, colons, and apostrophes.

2 Limited--your paper . . .
* loses focus on topic (thesis)
A controlling idea that is unclear or missing.
* has inconsistent organization
Unclear relationship between paragraphs
* is shallow in insight (commentary)
Paragraphs that are either short and underdeveloped or long and meandering, with insufficient, inaccurate or illogical references.
* makes vague or confusing statements (sentence structure)
Inadequate transitions. Simplistic or incoherent sentences. Frequent misuse of common words and phrases.
* has major mechanical problems
Many major grammatical, punctuation and mechanical errors (See "3" for a more detailed explanation.)

1 Minimal--your paper . . .
* has little or no development (thesis)
A controlling idea that is unclear or missing.
* has little or no organization
Shows little evidence of paragraph organization. Often uses on long paragraph or several short paragraphs Ideas are presented in random order. Minimal organization.
* has little or no insight (commentary)
Few paragraphs, often with no supporting detail and missing, insufficient, inaccurate or illogical references to the assigned reading.
* uses weak language (sentence structure)
Minimal and/or inaccurate use of transitions. Simple or incoherent sentences. Word selection that is inaccurate or severely limited.
* has major mechanical problems
Major grammatical, punctuation and mechanical errors. (See "3" for a more detailed explanation).

Helix Writing Rubric