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Essay Rubric
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Essay Rubric

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  • 1. ANALYTICAL SCALE General Impressions: Development of Ideas, Organization, Details, Clarity 100 to 90 Excellent to Very Good 89 to 80 Good to Above Average 79 to 70 Average to Fair 69-60 Poor 50 – Very Poor Thesis statement clearly expressed and fully Thesis statement expressed but not fully Thesis statement does not come through Thesis statement not adequately No thesis statement. Thesis developed. developed. clearly. Limited knowledge of subject, expressed. No development of subject or Knowledgeable, substantive development of Some knowledge of subject, adequate limited development of thesis. Inadequate knowledge of subject. not enough to evaluate. thesis, relevant to topic. development of thesis, mostly relevant to Ideas confused or disconnected. Irrelevancies. topic. Two or more significant pieces of information Two significant pieces of information that Two less discriminating pieces of information Only one piece of information given. Topics that effectively support and evidence thesis. adequately develop thesis but lack detail. are given but lack development and detail. Lacks development and detail or indiscriminate support. Each paragraph makes a specific point that is Basic idea within each paragraph is clear Basic idea within each paragraph is confused Basic idea within paragraph is confusing ¶ Dev fully developed by examples and details. but not fully developed. or disconnected. or absent. Lacks development. Lacks specific, effective examples and Generalizations are used as support. Lacks details. specific evidence. Transition words and connectives are used Missing needed transitional devices in two Missing or ineffective transitions in three or Lacks coherence. Trans Ws effectively within the paragraphs. situations. more situations. Sketchy, disconnected sentences. Transitions are smooth from one paragraph to Transitions from one paragraph to the next Transitions from one paragraph to the next Lacks transitions from one paragraph to Trans ¶s the next. are not smooth. missing in one occasion. the next. Writing well-organized. Writing is organized. Writing is loosely organized. Writing lacks organization. Wri Org Sentences within each paragraph follow a Sentences within each paragraph follow a At times ideas do not follow a logical order. Ideas are difficult to follow. logical order. logical order. Paragraphs in the body follow a logical order. Paragraphs in the body follow a logical Paragraphs in the body loosely organized. order. Writer’s style is not stiff nor dull. Writer’s style simple but clear. Writer’s style is simple, monotonous and at Writing is hard to follow. Style Correct and varied sentence structure. Sentence structure lacks variety. time confusing. Ineffective grammar and vocabulary Syntax may, at times, be awkward. severely distract reader. The conclusion relates to the thesis and leaves The conclusion summarizes the main points. A weak concluding statement is made. A concluding statement is not made. Conclusion a strong final impression on reader.
  • 2. Grammar, Usage, and Mechanics Minor errors in grammar that do not interfere Errors in grammar may make reading Errors in grammar may at times confuse Errors in grammar interfere with Numerous and serious errors in Meaning with meaning. awkward but do not interfere with reader. understanding and severely distract grammar that impede meaning. intelligibility. reader. Writing done in Standard English. Fewer than 3 non standard words or Writing often resembles speech. Writing frequently resembles speech. Std Eng phrases. Five or less errors in the following: Fewer than 10 errors in the following: Fewer than 20 errors in the following: Fewer than 25 errors in the following: Errors • Sentence Fragments • Run-ons •S-V Agreement •Pronoun Agreement •Pronoun Form •Verb Tense •Noun plurals •Possessives •Spelling •Capitalization • Punctuation • Syntax Sample Rubric for Writing Content Performance Assessment, California Department of Education – http://score.rims.k12.ca.us/standards/performanceassessment/Scoring_Guide_Response.html 4. The response 3. The response 2. The response 1. The response • demonstrates a thorough and thoughtful, • demonstrates a comprehensive grasp of the text. • demonstrates a limited comprehensive grasp of • demonstrates little if any, comprehensive grasp of comprehensive grasp of the text. • accurately and coherently provides general textual the text. the text. • accurately and coherently provides specific textual details and examples to support the thesis and • provides few, if any, specific textual details and • provides no textual details and examples to details and examples to support the thesis and main ideas. examples to support the thesis and main ideas. support the thesis and main ideas. main ideas. • demonstrates a general understanding of the • demonstrates a limited, or no, understanding of • demonstrates no understanding of the • demonstrates a clear understanding of the ambiguities, nuances, and complexities of the text. the ambiguities, nuances, and complexities of the ambiguities, nuances, and complexities of the text. ambiguities, nuances, and complexities of the text. • provides a variety of sentence types and uses text. • provides no sentence variety and uses limited • provides a variety of sentence types and uses some descriptive language. • provides few, if any, types of sentences and uses vocabulary. precise, descriptive language. • contains some errors in the conventions of the basic, predictable language. • contains serious errors in the conventions of the • contains few, if any errors in the conventions of English language. (Errors do not interfere with the • contains several errors in the conventions of the English language. (Errors interfere with the the English language. (Errors are generally first- readers' understanding of the essay.) English language. (Errors may interfere with the readers' understanding of the essay) draft in nature.) Response to informational passages: anticipates readers' understanding of the essay.) Response to informational passages: does not Response to informational passages: thoughtfully and addresses the readers' potential Response to informational passages: may address address the readers' potential misunderstandings, anticipates and addresses the readers' potential misunderstandings, biases, and expectations. the readers' potential misunderstandings, biases, and biases, and expectations. misunderstandings, biases, and expectations. expectations, but in a limited manner. Response to literary passages: demonstrates an Response to literary passages: does not Response to literary passages: clearly awareness of the author's use of literary and/or Response to literary passages: may demonstrates demonstrate any awareness of the author's use of demonstrates an awareness of the author's use of stylistic devices. an awareness of the author's use of literary and/or literary and/or stylistic devices. literary and/or stylistic devices. stylistic devices. Prepared by: Prof. Lydia A. Lopez Ruiz Updated by: Prof. Eva de Lourdes Edwards April 24, 2008 April 20, 2009 /mim

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