Grade 8 Writing Rubric – Response to Literature



Grade 8 Writing Rubric – Response to Literature

|5 |The Writing- |

| |Clearly addresses all parts of the writing task |

| |Demonstrates a clear understanding of purpose and audience |

| |Develops interpretations that demonstrate a thoughtful, comprehensive grasp of the text. |

| |Organizes accurate and coherent interpretations around clear ideas, premises, or images from the literary work. |

| |Provides specific textual examples and details to support the interpretations. |

| |Maintains a consistent point of view, focus, and organizational structure, including the effective use of transitions. |

| |Maintains multi-paragraph organization. |

| |Includes a clearly presented central idea (thesis) with relevant facts, details, and/or explanations |

| |Includes a sophisticated variety of sentence types and sophisticated word choice. |

| |Contains few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, and spelling). |

| |These errors do not interfere with the reader’s understanding of the writing. |

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|4 |The Writing – |

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| |Addresses all parts of the writing task |

| |Demonstrates a solid understanding of purpose and audience |

| |Develops interpretations that demonstrate a comprehensive grasp of the text. |

| |Organizes accurate and reasonably coherent interpretations around clear ideas, premises, or images from the literary work. |

| |Provides textual examples and details to support the interpretations. |

| |Maintains a mostly consistent point of view, focus, and organizational structure, including the effective use of some |

| |transitions. |

| |Maintains multi-paragraph organization. |

| |Presents a central idea with mostly relevant facts, details, and/or explanations. |

| |Includes a variety of sentence types effective word choice. |

| |Contains some errors in the conventions of the English language (grammar, punctuation, capitalization, and spelling). These |

| |errors do not interfere with the reader’s understanding of the writing. |

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|3 |The Writing- |

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| |Addresses most parts of the writing task. |

| |Demonstrates some understanding of purpose and audience. |

| |Develops interpretations that demonstrate some grasp of the text. |

| |Includes interpretations that with some accuracy or coherence as related to ideas, premises, or images from the literary work. |

| |Provides some or little textual examples and details to support the interpretations. |

| |Maintains an inconsistent point of view, focus, and/or organizational structure, which may include ineffective or awkward |

| |transitions that do not unify important ideas. |

| |Maintains multi-paragraph organization. |

| |Suggests a central idea with some facts, details, and/or explanations. Details may not be clearly relevant or may be too |

| |general. |

| |Includes little variety of sentence types. |

| |Contains several errors in the conventions of the English language (grammar, punctuation, capitalization, and spelling). These |

| |errors may interfere with the reader’s understanding of the writing. |

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|2 |The Writing- |

| |Minimally addresses the writing task. |

| |Demonstrates little understanding of purpose and audience. |

| |Demonstrates little grasp of the text. |

| |Lacks an interpretation or may be a simple retelling of the passage. |

| |Lacks textual examples and details. |

| |Lacks a point of view, focus, organizational structure, and transitions that unify important ideas. |

| |Lacks a main idea (thesis) but may contain marginally related facts. |

| |Includes no sentence variety and simplistic vocabulary. |

| |Contains serious errors in the conventions of the English language (grammar, punctuation, capitalization, and spelling). These |

| |errors interfere with the reader’s understanding of the writing. |

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|1 |The Writing- |

| |Does not address the writing task. |

| |Has no purpose. |

| |Demonstrates no grasp of the text. |

| |Lacks an interpretation. |

| |Lacks examples and details. |

| |Lacks a point of view, focus, and organizational structure. |

| |Lacks a central idea. |

| |Includes incomplete sentence structure. |

| |Contains serious errors in the conventions of the English language (grammar, punctuation, capitalization, and spelling). These |

| |errors create confusion or make the essay unintelligible. |

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