Criteria
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1
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3
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5
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Ideas / Content
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The text lacks clear ideas and purpose.
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The text reads like the rough draft or brainstorming notes.
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The thesis is a vague statement about the topic or a restatement of a prompt, with little or no support, detail.
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Information is limited and spotty; readers must make inferences.
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The ideas are vague and not fully thought out.
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The topic is underdeveloped but readers can still understand the writer’s purpose.
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Supporting details are present but can be vague and do not help illustrate the main ideas or theme.
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Ideas are understandable but not detailed, elaborated upon, or personalized.
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The ideas remain general; more information is needed to create a complete picture.
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The text is clear and focused, with ideas that engage the reader.
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The topic is clearly focused for an expository text.
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The ideas are original, interesting, and creative.
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The writer draws from personal experience.
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Themes are insightful and well chosen.
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The development of the topic thorough and logical.
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Supporting details are accurate and relevant.
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Organization
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The text fails to make connections and show the big picture.
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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.
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The text lacks both a clear introduction and conclusion.
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Pacing is halting or inconsistent.
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Transitions between ideas are confusing or absent.
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The organization is clear, but readers may get confused.
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The text has an introduction and conclusion.
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The sequence is logical but predictable therefore not very compelling.
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The sequence may not consistently support the text’s ideas.
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Pacing is reasonably well done.
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Transitions between ideas may be unclear.
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The organizational structure suits the content and connects ideas.
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The text employs a logical and effective sequence of ideas.
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The text contains both an introduction and a conclusion.
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The pacing is carefully controlled.
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Transitions make clear connections and cue the reader to relationships between ideas.
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The organizational structure is appropriate to the writer’s purpose and audience.
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Criteria
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1
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3
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5
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Voice
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The writer seems uninvolved in the topic and the reader.
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The writer shows no concern with the audience.
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The writer lacks a point of view.
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The writer seems to speak in a monotone.
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The writing is ordinary and takes no risks.
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Writing lacks accurate information.
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The writer is sincere, but not completely engaged.
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The writer offers generalities that feel impersonal.
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The writer uses neutral language and a slightly flattened tone.
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The writer communicates in an earnest and pleasing manner, yet takes no risks.
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The writer does not reveal an engagement with the topic.
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The writer’s personality is clear and engaging.
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The tone of the paper is appropriate for the purpose and audience of the text.
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The reader is aware of and feel connected to a real person behind the text.
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The writer shows a strong connection to the topic and tells why the reader should care.
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Word Choice
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The language is used incorrectly or ineffectively.
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Vague language communicates an incomplete message or understanding of the topic. The reader feels confused and unsure of the writer’s purpose.
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Words are used incorrectly.
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Excessive repletion distracts readers from the passage.
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The writing overuses jargon or clichés.
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The language is clear but uninspired.
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Words are correct and adequate but lack originality or precision.
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Familiar words and phrases do not grab the reader’s interest or imagination. The language does not consistently sparkle.
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Attempts at engaging language may seem showy.
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The writing contains passive verbs and basic nouns and adjectives, and it lacks precise adverbs.
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The words bring the text to life and engage the reader.
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All words are specific and appropriate. The writer chooses the right words and phrases.
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The text’s language is neutral, and controlled. Clichés and jargon appear rarely.
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The text contains energetic verbs; precise nouns and modifiers provide clarity.
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The writer uses vivid words and phrases, including sensory details.
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Criteria
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1
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3
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5
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Sentence Fluency
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The sentences are awkward and do not connect ideas.
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The sentences do not “hang together;” they are run-on, incomplete, or awkward.
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Phrasing often sounds too singsong, not natural.
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Nearly all the sentences begin the same way, and they may all follow the same patterns.
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Endless connectives or a lack of connectives creates confused muddle of language.
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The sentences make sense, but the connections are not clear.
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Sentences are usually grammatical, but they are routine rather than artful.
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There is some variation in sentence length and structure as well as in sentence beginnings.
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The reader may have to search for transitional words and phrases to show how sentences relate to one another.
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The reader may encounter many stilted or awkward sections.
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The sentences are varied and interesting.
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The writer constructs sentences so that meaning is clear.
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Sentences vary in length and in structure.
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Varied sentence beginnings add interest and clarity.
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The reader is able to read text effortlessly without confusion.
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Dialogue, if used, is natural. Fragments are used purposefully.
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Thoughtful connectives and transitions between sentences bring the ideas together.
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Conventions
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The text contains many errors that interfere with the meaning.
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Paragraphing is missing, uneven, or too frequent.
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Errors in grammar and usage are common and distracting, and affect the text’s meaning.
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Punctuation, including end marks, is often missing or incorrect.
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Even common words are frequently misspelled.
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Capitalization reveals the writer’s understanding of only the simplest words.
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The text must be read once just to decode the language and then again to capture the text’s meaning.
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Basic punctuation, grammar, and spelling are employed, but there are some mistakes.
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Paragraphs are used but may begin in the wrong places.
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Conventions may not always be correct; however, the problems are not serious enough to distort meaning.
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End marks are usually correct, but other punctuation marks, such as commas, apostrophes, semi-colons, and parentheses, may be missing or wrong.
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Common words are usually spelled correctly.
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Most words are capitalized correctly, but capitalization skills are inconsistent.
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The writing is clear and uses correct spelling, punctuation, and grammar.
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Paragraphing is regular enhances the organization of the text.
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Grammar and usage are correct and add clarity to the text.
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Punctuation is accurate.
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The writer understands the rules of capitalization.
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Most words, even difficult ones, are spelled correctly.
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The writing shows a wide range convention skills successfully.
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