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04-Critical Introduction Rubric

Page history last edited by Phyllis Fullem 7 years ago

Critical Introduction to Jack London Rubric

Performance Assessment Scoring Tool

Criteria

1

3

5

Ideas / Content

The text lacks clear ideas and purpose.

  • The text reads like the rough draft or brainstorming notes.

  • The thesis is a vague statement about the topic or a restatement of a prompt, with little or no support, detail.

  • Information is limited and spotty; readers must make inferences.

The ideas are vague and not fully thought out.

  • The topic is underdeveloped but readers can still understand the writer’s purpose.

  • Supporting details are present but can be vague and do not help illustrate the main ideas or theme.

  • Ideas are understandable but not detailed, elaborated upon, or personalized.

  • The ideas remain general; more information is needed to create a complete picture.

The text is clear and focused, with ideas that engage the reader.

  • The topic is clearly focused for an expository text.

  • The ideas are original, interesting, and creative.

  • The writer draws from personal experience.

  • Themes are insightful and well chosen.

  • The development of the topic thorough and logical.

  • Supporting details are accurate and relevant.

Organization

The text fails to make connections and show the big picture.

  • One idea or event does not logically follow another; lack of organizational structure makes it difficult for readers to understand the progression of ideas or events.

  • The text lacks both a clear introduction and conclusion.

  • Pacing is halting or inconsistent.

  • Transitions between ideas are confusing or absent.

 

 

The organization is clear, but readers may get confused.

  • The text has an introduction and conclusion.

  • The sequence is logical but predictable therefore not very compelling.

  • The sequence may not consistently support the text’s ideas.

  • Pacing is reasonably well done.

  • Transitions between ideas may be unclear.

 

The organizational structure suits the content and connects ideas.

  • The text employs a logical and effective sequence of ideas.

  • The text contains both an introduction and a conclusion.

  • The pacing is carefully controlled.

  • Transitions make clear connections and cue the reader to relationships between ideas.

  • The organizational structure is appropriate to the writer’s purpose and audience.

 

 

 

 

 

 

 

 

Criteria

1

3

5

Voice

The writer seems uninvolved in the topic and the reader.

  • The writer shows no concern with the audience.

  • The writer lacks a point of view.

  • The writer seems to speak in a monotone.

  • The writing is ordinary and takes no risks.

  • Writing lacks accurate information.

The writer is sincere, but not completely engaged.

  • The writer offers generalities that feel impersonal.

  • The writer uses neutral language and a slightly flattened tone.

  • The writer communicates in an earnest and pleasing manner, yet takes no risks.

  • The writer does not reveal an engagement with the topic.

The writer’s personality is clear and engaging.

  • The tone of the paper is appropriate for the purpose and audience of the text.

  • The reader is aware of and feel connected to a real person behind the text.

  • The writer shows a strong connection to the topic and tells why the reader should care.

 

Word Choice

The language is used incorrectly or ineffectively.

  • Vague language communicates an incomplete message or understanding of the topic. The reader feels confused and unsure of the writer’s purpose.

  • Words are used incorrectly.

  • Excessive repletion distracts readers from the passage.

  • The writing overuses jargon or clichés.

The language is clear but uninspired.

  • Words are correct and adequate but lack originality or precision.

  • Familiar words and phrases do not grab the reader’s interest or imagination. The language does not consistently sparkle.

  • Attempts at engaging language may seem showy.

  • The writing contains passive verbs and basic nouns and adjectives, and it lacks precise adverbs.

The words bring the text to life and engage the reader.

  • All words are specific and appropriate. The writer chooses the right words and phrases.

  • The text’s language is neutral, and controlled. Clichés and jargon appear rarely.

  • The text contains energetic verbs; precise nouns and modifiers provide clarity.

  • The writer uses vivid words and phrases, including sensory details.

 

 

 

 

 

 

 

 

 

 

 

Criteria

1

3

5

Sentence Fluency

The sentences are awkward and do not connect ideas.

  • The sentences do not “hang together;” they are run-on, incomplete, or awkward.

  • Phrasing often sounds too singsong, not natural.

  • Nearly all the sentences begin the same way, and they may all follow the same patterns.

  • Endless connectives or a lack of connectives creates confused muddle of language.

 

The sentences make sense, but the connections are not clear.

  • Sentences are usually grammatical, but they are routine rather than artful.

  • There is some variation in sentence length and structure as well as in sentence beginnings.

  • The reader may have to search for transitional words and phrases to show how sentences relate to one another.

  • The reader may encounter many stilted or awkward sections.

The sentences are varied and interesting.

  • The writer constructs sentences so that meaning is clear.

  • Sentences vary in length and in structure.

  • Varied sentence beginnings add interest and clarity.

  • The reader is able to read text effortlessly without confusion.

  • Dialogue, if used, is natural. Fragments are used purposefully.

  • Thoughtful connectives and transitions between sentences bring the ideas together.

Conventions

The text contains many errors that interfere with the meaning.

  • Paragraphing is missing, uneven, or too frequent.

  • Errors in grammar and usage are common and distracting, and affect the text’s meaning.

  • Punctuation, including end marks, is often missing or incorrect.

  • Even common words are frequently misspelled.

  • Capitalization reveals the writer’s understanding of only the simplest words.

  • The text must be read once just to decode the language and then again to capture the text’s meaning.

Basic punctuation, grammar, and spelling are employed, but there are some mistakes.

  • Paragraphs are used but may begin in the wrong places.

  • Conventions may not always be correct; however, the problems are not serious enough to distort meaning.

  • End marks are usually correct, but other punctuation marks, such as commas, apostrophes, semi-colons, and parentheses, may be missing or wrong.

  • Common words are usually spelled correctly.

  • Most words are capitalized correctly, but capitalization skills are inconsistent.

The writing is clear and uses correct spelling, punctuation, and grammar.

  • Paragraphing is regular enhances the organization of the text.

  • Grammar and usage are correct and add clarity to the text.

  • Punctuation is accurate.

  • The writer understands the rules of capitalization.

  • Most words, even difficult ones, are spelled correctly.

  • The writing shows a wide range convention skills successfully.

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U nit 1: Elemental Conflict Spring 2008

Gifted and Talented English: Grade 7 Draft

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