ELC Academic Portfolio Writing Rubrics
4—ready to begin AA 5—ready to begin AB 6—ready to begin AC 7—ready to begin university
ESL classes 8—ready to begin regular
university classes Integrating
Sources
Facts/opinions
used without
reference to
source
Unclear what is
author’s
commentary and
what is not
No evidence of
discrimination in
choosing sources
Extensive use of
facts/opinions
with limited use of
references
Little
discrimination in
choosing sources
Statistics and facts
referenced correctly
Sources rarely followed
by commentary/
explanation
Some evidence in the
author’s discrimination
of reliable sources, but
this may still be
improved
Ample paraphrasing
Quotes used without
discrimination
Effective use of
quotations and
paraphrasing—quotes
sometimes used for their
strength/ contribution to
argument
Author may offer
commentary to explain
references
A good balance between
supporting facts and
sources and commentary
Effective use of
quotations and
paraphrasing;
Limited quotes—short &
strong to add to the
argument
Sources chosen because of
detail and support they
offer to author’s opinion
Commentary in
paragraphs causes reader
to analyze subject
differently or more deeply
Paragraph
Organization
Clear, but
formulaic thesis
statement &
topic sentences
Details in main
paragraphs
usually
substantiate topic
sentence
Often sentences
seem redundant
or offer
irrelevant
information;
No transition
phrases
Essay is often
highly organized
because of
simplicity of
topic
Multiple
sentences may
make up thesis
statement, but it
may be unclear
Topic sentences
clearly outline the
paragraphs to
follow
Details in body
adequately
develop ideas of
topic sentences
Few transitions,
nonacademic (i.e.
so, because, etc.)
Because a more complex
subject is chosen, thesis
statement not as clearly
defined or discernable as
a level 4 or 5 paper; may
be substantiated by other
sources
Topic sentences are
transparent and generally
simple
Each paragraph contains
ample details to support
topic sentence, usually
using multiple sources;
Transitions are common,
used appropriately and
generally academic in
nature (i.e. therefore,
first of all)
Thesis statement clearly
outlines the main ideas,
academic and non-
formulaic in nature
Thesis statement may be
developed throughout
the introductory
paragraph in multiple
sentences
Paragraphs are clearly
limited to address
specific points—with a
new idea, a new
paragraph begins
Ideas flow—transitions
generally not
collocations, but
complete sentences with
pronouns to connect
ideas
Author clearly outlines
the purpose of paper
without giving away too
many details
Thesis statement may be
so smooth that reader
does not readily
recognize it—simply
leads to further reading.
Subtitles add clarity and
direction to paper.
Natural, appropriately
used, academic
transitions
Vocabulary
Use
Redundancy in
word choice
because of lack of
pronouns
Little academic
vocabulary is
used; often used
incorrectly
Word choice is
highly
conversational in
nature;
Below 5% AWL
Incongruent mix
of AWL and high-
frequency
vocabulary—
AWL often used
incorrectly
Sometimes incorrect
word choice is
distracting, but it doesn’t
interfere with meaning
Low percentage (~5%)
of AWL, but it is used
correctly
Vocabulary highly
academic in nature and
usually used
appropriately
5-10% of the text from
AWL, 5-10 %
specialized vocabulary
AWL used appropriately
out of need to describe
complex ideas
Use of AWL &
specialized vocab. appears
natural
5-10% of the text from
AWL; 5-10 % specialized
vocabulary
Introduction
&
Conclusion
Simple
introduction to
the theme of the
essay based on
generalizations;
Conclusion is
short restatement
of thesis
statement
Hook often
present (i.e.
questions) in
introduction
Conclusion offers
summary of main
points from
previous
paragraphs
perhaps with
author’s
commentary;
Introduction may be
multiple paragraphs with
one paragraph acting as
hook
Conclusion is a
persuasive paragraph
that calls the reader to
action based on a
restatement of pertinent
ideas from essay
Strong quotations may
be used in intro hook
Introduction may be 1+
paragraphs
Because subject matter
of essay, conclusion
contains compelling call
to action, based on
reasoning in preceding
paragraphs
Strong quotations or
questions often used in
intro as hook
Introduction often 1+
paragraphs
Conclusion summarizes
essay while reinforcing
important details and
offering suggestions for
reader
Accuracy Grammar not
usually
distracting but
sentences are
simpler than
what would
appear in a 5
paper
Non-distracting
grammar
Past, present &
future tenses
Compound
structures
Uses complex &
subordinate clauses,
conditionals modals,
and gerunds/infinitives
with confidence
Uses complex &
subordinate clauses,
conditionals, modals,
gerunds, adj./adv./noun
clauses, and passive
voice with confidence
Writing is highly fluent
and coherent
Reader usually cannot
tell that it is written by a
non-native speaker
Length and
Formatting
Approaching 2
full pages
Incorrect
formatting or
misapplication
of rules of APA
formatting
At least 2 pages,
and 4+
paragraphs
Little or no
evidence of
knowledge of
APA formatting;
Approximately 4 pages,
6+ paragraphs;
APA formatting used
with in-text citations
and reference list at end
Approximately 6 pages,
9+ paragraphs;
APA formatting seems
almost effortless;
References do nothing
to stop flow of paper;
Reference list at end is
organized and easy to
read
APA formatting is
strictly adhered to, even
when using uncommon
forms—i.e. multi-line
quotations
