Arabic writing rubric (التعبير الكتابي)

For marking expository writing in Arabic from grade 5 up. Four criteria, four marks each, sixteen in all. The descriptors name the errors Arabic teachers see most often: colloquial words in formal writing, hamza and taa marbuta, and a comma standing in for every other punctuation mark.

The page in Arabic, to print for students

Criterion	StrongMarks: ⁦4⁩	SecureMarks: ⁦3⁩	DevelopingMarks: ⁦2⁩	BeginningMarks: ⁦1⁩
Content and ideas	Covers the topic fully. The main idea is clear and supported by fitting evidence (a verse, a hadith, a line of poetry or an example from life), with nothing off topic.	Covers the topic. The main idea is clear and most points are supported, though some support is general or repeated.	Covers part of the topic. Ideas are few or general, and the writing sometimes leaves the topic.	Scattered ideas that do not serve the topic, or too little writing to judge.
Organization	An introduction that leads into the topic, a body with one idea per paragraph, and a conclusion that draws it together. Varied linking words that fit (ثمّ، لذلك، فضلًا عن ذلك).	Introduction, body and conclusion are there, and paragraphs are mostly clear. Linking words lack variety, and و joins too many sentences.	A weak structure: a missing introduction or conclusion, or paragraphs that mix several ideas.	One block with no paragraphs, and ideas in no order.
Language and vocabulary	Correct standard Arabic with no colloquial words. Precise, varied vocabulary, a mix of nominal and verbal sentences, and a style that suits the topic.	Mostly standard Arabic with a few colloquial words. The vocabulary fits, with some repetition.	Frequent colloquial words or phrasing translated word for word. Limited, repetitive vocabulary.	Closer to dialect than to standard Arabic, or vocabulary so limited that the meaning suffers.
Accuracy and mechanics	Rare grammar and spelling errors. Hamza, taa marbuta and alif maqsura are correct, and punctuation is in the right places.	A few errors, mostly in hamza or in the case endings of longer sentences. The meaning is always clear.	Repeated spelling or grammar errors, and a comma where a full stop or another mark belongs. The reader sometimes has to reread.	Errors in most sentences make the text hard to follow.

Content and ideas

Strong (4): Covers the topic fully. The main idea is clear and supported by fitting evidence (a verse, a hadith, a line of poetry or an example from life), with nothing off topic.
Secure (3): Covers the topic. The main idea is clear and most points are supported, though some support is general or repeated.
Developing (2): Covers part of the topic. Ideas are few or general, and the writing sometimes leaves the topic.
Beginning (1): Scattered ideas that do not serve the topic, or too little writing to judge.

Organization

Strong (4): An introduction that leads into the topic, a body with one idea per paragraph, and a conclusion that draws it together. Varied linking words that fit (ثمّ، لذلك، فضلًا عن ذلك).
Secure (3): Introduction, body and conclusion are there, and paragraphs are mostly clear. Linking words lack variety, and و joins too many sentences.
Developing (2): A weak structure: a missing introduction or conclusion, or paragraphs that mix several ideas.
Beginning (1): One block with no paragraphs, and ideas in no order.

Language and vocabulary

Strong (4): Correct standard Arabic with no colloquial words. Precise, varied vocabulary, a mix of nominal and verbal sentences, and a style that suits the topic.
Secure (3): Mostly standard Arabic with a few colloquial words. The vocabulary fits, with some repetition.
Developing (2): Frequent colloquial words or phrasing translated word for word. Limited, repetitive vocabulary.
Beginning (1): Closer to dialect than to standard Arabic, or vocabulary so limited that the meaning suffers.

Accuracy and mechanics

Strong (4): Rare grammar and spelling errors. Hamza, taa marbuta and alif maqsura are correct, and punctuation is in the right places.
Secure (3): A few errors, mostly in hamza or in the case endings of longer sentences. The meaning is always clear.
Developing (2): Repeated spelling or grammar errors, and a comma where a full stop or another mark belongs. The reader sometimes has to reread.
Beginning (1): Errors in most sentences make the text hard to follow.

A criterion with nothing to mark scores 0.Out of 16

How to use it

Give students the rubric before they write, so they know what each criterion asks for. It also works for self-assessment: ask them to mark their own draft before they hand it in.

When you mark, read the whole piece once before scoring, then score each criterion on its own, so strong ideas do not lift a weak accuracy score. Write one comment on the student's strongest criterion and one on their weakest. It does more for them than correcting every error on the page.

You may print this rubric, copy it and change it for your own classes. qalamiapp.com/rubrics/arabic-writing

Mark one paper against this rubric

Photograph one handwritten essay and Qalami marks it against these four criteria, with a draft comment for the student. It is free, you don't need an account, and nothing is kept.

Try one paper free