I have been searching online for writing rubrics for the different types of writing such as classification and argument. I am amazed to find out that most writing rubrics are generic. Since these rubrics are so general, they do not specifically assess how well students can do a certain type of writing. For example an argument paper is very different from a narrative. Each type of writing has unique characteristics and therefore, the same rubric cannot be used to assess them both. I wonder if we understand the writing process enough or whether we have simply glossed over the unique differences.
What type of writing rubric do you use – a general one or one specific to that type of writing? If it general, then you probably are not assessing that particular learning goal. You certainly are not using formative assessment.
Education with Technology Harry G. Tuttle 
Mr. Tuttle:
I agree completely: “holistic” scoring rubrics for student writing are too general. I am now starting a writing rubric project for my school (DeSales High School in Louisville, KY) and looking around for models. The KY Holistic Scoring Guide does, in a manner so general as to be nearly Platonic, describe many qualities of effective writing. But if one were to apply that rubric to the scoring of a poem, story or persuasive essay . . . well, it’s a little like trying to tell salt from sugar by touch, rather than taste. Part of the challenge I will face as an aspiring leader at my school will be assisting colleagues across the curricula in composing just the kind of task/genre specific rubrics you have been searching for. Good luck! I’d be happy to exchange updates with you, if you’d like.
Daniel
Daniel,
Please do share your successes. I’ve gone to a writing rubric that has some generic traits (vocabulary, grammar, organization) but also emphasizes the critical traits (topic sentences, thesis, evidence) much more.
I also leave room for three critical comments that I expect to see improvements in.
Harry