Free Choice: Rubistar

I chose to use Rubistar because I know that I am going to be creating a bunch of rubrics this year for my class. I made one for an essay by combining several pre-made rubrics and adding some details of my own. It was super easy! I think that if there aren't any pre-made options for some subjects though (like poetry writing) then it would be just as easy to make it on Xcel or a table on Word.

Essay Rubric

Teacher Name: Mrs. Snyder


Student Name:     ________________________________________

CATEGORY	4	3	2	1
Introduction	The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. Background information is included that is specific and clearly relates to the thesis. It fills the reader in on any information they may need in order to understand the essay.The thesis statement names the topic of the essay and outlines the main points to be discussed.	The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. Background information is included but is general.The thesis statement names the topic of the essay.	The author has an interesting introductory paragraph but the connection to the topic is not clear. Background information is included, but may not connect to the thesis or topic.The thesis statement outlines some or all of the main points to be discussed but does not name the topic.	The introductory paragraph is not interesting AND is not relevant to the topic. Background information is missing. The thesis statement does not name the topic AND does not preview what will be discussed.
Body Paragraphs (x3)	A variety of thoughtful transitions are used. They clearly show how ideas are connected. A topic sentence is used at the beginning of the paragraph and clearly states the main idea and supports the thesis. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Transitions clearly show how ideas are connected, but there is little variety. Topic sentence clearly connects to the main idea of the paragraph, but it is not the first sentence. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Some transitions work well; but connections between other ideas are fuzzy. The topic sentence does not support the thesis or is too specific for it to represent the main idea of the paragraph. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.	The transitions between ideas are unclear or nonexistent.Topic sentences are missing.Evidence and examples are NOT relevant AND/OR are not explained.
Conclusion (Organization)	The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." The thesis is restated in different words than the thesis in the introduction.	The conclusion is recognizable and ties up almost all the loose ends. The thesis is exactly restated from the introduction.	The conclusion is recognizable, but does not tie up several loose ends. The thesis is missing.	There is no clear conclusion, the paper just ends.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar, capitalization, punctuation, or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar, capitalization, punctuation, or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar, capitalization, punctuation, or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar, capitalization, punctuation, or spelling that distract the reader from the content.