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. |
| | |
|4 |The Writing – |
| | |
| |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. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|3 |The Writing- |
| | |
| |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. |
| | |
|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. |
| | |
|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. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- example writing frame for beginning writers
- 6th grade essay outline teacherpage
- kindergarten lesson plan
- 7th grade essay format summary
- 6th grade reading writing argumentative texts unit
- grade 8 writing rubric response to literature
- grades 6 8 essay rubric
- grade 8 scagnetti persuasive essay schedule
- sample ninth grade general writing rubric
- sixth grade research paper
Related searches
- fsa writing rubric grade 10
- fsa writing rubric grade 9
- fsa writing rubric grade 4
- staar writing rubric grade 7
- fsa writing rubric grade 5
- expository writing rubric grade 4
- writing rubric grade 3
- narrative writing rubric grade 5
- informational writing rubric grade 3
- descriptive writing rubric grade 3
- opinion writing rubric grade 3
- fourth grade writing rubric printable