Senior High School Department
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
REACTION PAPER RUBRIC
Goal: The students must be able to apply the different principles of writing an effective reaction paper.
Role: You are a student who needs to accomplish a reaction paper.
Audience: The audience will be the subject teacher, classmates and other people in the academe.
Situation: You are tasked to express your reactions and insights about a certain topic through writing a reaction paper.
Product: Well-written Reaction Paper
Mechanics Voice Organization Content Word Choice Score
All sentences are well The author’s The introduction is There is one clear, The author uses 5
constructed and have purpose of writing is inviting, states the well - focused topic. vivid words and
varied structure and very clear, and there main topic, and Main ideas are clear phrases. The
and are well choice and
length. The author is strong evidence of provides an
supported by placement of
makes no errors in attention to overview of the detailed and words seems
grammar, mechanics, audience. The paper. Information accurate accurate, natural,
and/or spelling. author’s extensive is relevant and information. and not forced.
knowledge and/or presented in a
experience with the logical order. The
topic is/are evident. conclusion is
strong.
Most sentences are The author’s The introduction There is one clear, The author uses 4
well constructed and purpose of writing is states the main well - focused topic. vivid words and
have varied structure somewhat clear, and topic and provides Main ideas are clear phrases. The
choice and
and length. The there is some an overview of the but are not well
placement of
author makes a few evidence of attention paper. A supported by words is inaccurate
errors in grammar, to audience. The conclusion is detailed information at times and/or
mechanics, and/or author’s knowledge included. seems overdone.
spelling, but they do and/or experience
not interfere with with the topic is/are
understanding. evident.
Most sentences are The author’s The introduction There is one topic. The author uses 3
well constructed, but purpose of writing is states the main Main ideas are words that
they have a similar somewhat clear, and topic. A conclusion somewhat clear. communicate
clearly, but the
structure and/or there is evidence of is included.
writing lacks
length. The author attention to variety.
makes several errors audience. The
in grammar, author’s knowledge
mechanics, and/or and/or experience
spelling that interfere with the topic is/are
with understanding. limited.
Sentences sound The author’s There is no clear The topic and main The writer uses a 2
awkward, are purpose of writing is introduction, ideas are not clear. limited vocabulary.
distractingly repetitive, unclear. structure, or Jargon or clichés
may be present
or are difficult to conclusion.
and detract from
understand. The the meaning.
author makes
numerous errors in
grammar, mechanics,
and/or spelling that
interfere with
understanding.
Total:
___x 2 ____x2 ____x1 ____x4 ____x1
/50
______________________________ __________________________
Name of Student/Strand/Section Teacher’s Name and Signature
______________________________ _________________________
Name of Parent/Guardian & Signature Date Submitted
