In the early years of my teaching career, I adopted rubrics to speed up grading of student writing, but I’d see the same mistakes, from the same students, on paper after paper throughout the semester. The content of the rubric would leave as little an impression on students’ minds as the inked comments on their papers. And there were the usual end-of-semester complaints of “Why didn’t I get a good grade on this?”
Now I have students create their own rubrics (sort of). About a week before the first major writing assignment is due, I distribute a few short writing samples to students. Each sample is a modified anonymous passage written by students in prior semesters. Each passage contains a variety of writing errors — vague or hard to find thesis statement, illogical organization, run-on sentences, spelling mistakes, etc. I usually hand out five or six different samples. Students read and write comments on the samples and then form groups with other students who have the same one.
While in groups, students compare notes and discuss how the passage they’ve examined can be improved. In the final stage of the exercise, one student from each group reports on the group’s findings to the rest of the class. I jot down notes and ask questions.
I then tell the class that I will create a rubric based on what they have identified as indicators of good and bad writing. Students are therefore responsible for following their own recommendations.
Students make similar comments every semester, so I don’t have to change my rubric much, if at all.