CAPT Writing Rubric
| Feature | 1 | 2 | 3 | 4 | 5 | 6 |
| Taking a Clear Position (Intro Paragraph) | May take a stand that addresses the problem; may be very brief or incoherent in places | May take a position; attempts a stand but fluctuates between positions, or issues | Takes a stand but doesn't clearly develop position | Takes and develops a position but lacks thorough understanding | Takes a clear and thoughtful position; may demonstrate understanding of both sides of issue | Takes a clear and thoughtful position; usually demonstrates understanding of both sides of the issue |
| Supporting Position with Accurate and Relevant Information | Little or no support from source materials; or emotional support only; or serious lack of understanding, inaccurate or irrelevant support; | Superficial support - 1 or 2 ideas, and ideas may be poorly developed, based on personal opinion, or logically inconsistent | Limited support with only a few ideas; most support based on personal opinion or background knowledge | Adequately supported but lacks thoroughness; some support may be based on background knowledge | Well supported using source materials but lacking depth of analysis | Position is richly supported with sophisticated analysis of source materials |
| Organization, Clarity and Fluency | Lacks focus; little or no organization; frequent digressions or abrupt shifts in ideas interfere with meaning; most ideas are difficult to follow and understand; lacks fluency and transitions | Usually stays on topic but lacks focus; digressions or abrupt shifts; many ideas are difficult to understand; lacks fluency | Shows some organization but may have some digressions or abrupt shifts; some ideas difficult to understand; displays some transition and fluency | Adequate organization ; some coherence; digressions, if present, are not disruptive; most ideas are clear; may lack fluency and transitions; lacking explicit connections to thesis | Well organized; digressions are rare; ideas are clearly expressed but may lack some fluency and polish; may not consistently connect to thesis | Focused, unified response; sustained organization; ideas are clearly and effectively developed; writing is fluent with effective transitions; consistently and explicitly connects to thesis |
| Audience and Tone | Little or no awareness of audience; inappropriate tone and/or word choice | Little, if any, awareness of audience; tone and word choice frequently inappropriate | Some awareness of audience and tone | Shows some awareness of audience; tone consistently appropriate | Shows sensitivity to audience; appropriate tone | Displays awareness of and develops connection audience |