Rubric – Composition College/University Descriptive Paragraph

Criteria 50 Points 40 Points 30 Points 20 Points 10 Points
Format and Length (350-500 words) Paragraph is 350-500 words and well-formatted. Paragraph is slightly under or over the word limit (340-349 or 501-510 words) but well-formatted. Paragraph is moderately under or over the word limit (330-339 or 511-520 words) and has minor formatting issues. Paragraph is significantly under or over the word limit (320-329 or 521-530 words) and has noticeable formatting issues. Paragraph is well below or above the word limit (less than 320 or more than 530 words) and poorly formatted.
Topic statement that contains a point Clear and engaging topic statement that contains a strong point or opinion about the place. Clear topic statement that contains a point or opinion about the place. Topic statement is present but lacks clarity or strength in its point or opinion. Weak topic statement that is unclear or lacks a point or opinion about the place. No clear topic statement or point about the place.
Vivid descriptive and specific details that emphasize the five senses Exceptional use of sensory details that vividly describe the place, engaging all five senses. Good use of sensory details that describe the place, engaging most of the five senses. Moderate use of sensory details that describe the place, engaging some of the five senses. Limited use of sensory details that describe the place, engaging few of the five senses. Minimal or no use of sensory details that describe the place, engaging none of the five senses.
Grammar and spelling Paragraph is free of major grammatical issues and spelling errors. Paragraph has minor grammatical issues or spelling errors that do not hinder understanding. Paragraph has some grammatical issues or spelling errors that slightly hinder understanding. Paragraph has several grammatical issues or spelling errors that hinder understanding. Paragraph has numerous grammatical issues or spelling errors that significantly hinder understanding.
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