8th Grade District Assessment of Writing
8th Grade District Assessment of Writing
Essay Rubric
| |Organization/Progression |Development of Ideas |Use of Language /Conventions |
|4 |Structure: |Development: |Word choice: |
|Accompl|Clearly appropriate to stated purpose, prompt |Effective |Purposeful and precise |
|ished |Skillfully crafted |Details, examples specific and well chosen |Keen awareness of expository tone, |
| |Organization well suited to expository task |Details, examples add substance |purpose |
| |Focus: |Voice: |Contributes to quality and clarity |
| |Clear thesis statement |Thoughtful and engaging |Sentences: |
| |All ideas strongly related to thesis |Uses unique experiences or views |Purposeful, varied, and controlled |
| |Focused on topic in prompt |Connects ideas in interesting ways |Contributes to effectiveness |
| |Unified and coherent |Thorough understanding of writing task |Conventions: |
| |Progression: | |Consistent command |
| |Logical and well controlled | |Minor errors may exist, but do not distract |
| |Meaningful transitions enhance flow | |from fluency or clarity |
| |Clear relationship among ideas, easy to | |Strength of conventions contributes to |
| |follow | |effectiveness |
|3 |Structure: |Development: |Word choice: |
|Satisfa|Appropriate to demands of the prompt |Sufficient |Clear and specific |
|ctory |Essay is clear |Details, examples specific, appropriate |Awareness of expository purpose and |
| |Organization suited to expository task |Details, examples add substance |appropriate tone |
| |Focus: |Voice: |Contributes to quality and clarity |
| |Clear thesis statement |Reflects thoughtfulness |Sentences: |
| |Most ideas related to thesis and focused on prompt|Original rather than formulaic |Varied, adequately controlled |
| |Coherent, but not always unified |Good understanding of expository task |Contribute to effectiveness |
| |Progression: | |Conventions: |
| |Generally logical, controlled | |Adequate command |
| |Mostly meaningful transitions support flow | |Some errors |
| |and show relationship among ideas | |Few disruptions in fluency or clarity |
|2 |Structure: |Development: |Word choice: |
|Basic |Evident structure, but not always appropriate |Minimal |General, imprecise |
| |Organizational strategy only somewhat suited |Superficial |Basic awareness of expository purpose |
| |to expository task |Details/examples not always appropriate |Does not establish appropriate tone |
| |Focus: |Details/examples too brief |May not contribute to clarity/quality |
| |Ideas generally related to topic |Voice: |Sentences: |
| |Thesis weak or unclear |Little or no thoughtfulness |Awkward |
| |Lack of thesis or irrelevant information |Formulaic |Somewhat uncontrolled |
| |interferes with focus and coherence |Limited understanding of expository task |Weakens effectiveness |
| |Progression: | |Conventions: |
| |Not always logical or controlled | |Partial command |
| |Repetition/wordiness | |Some distracting errors |
| |Transitions weak/perfunctory | | |
|1 |Structure: |Development: |Word Choice: |
|Limited|Organization inappropriate or marginally |Weak |Vague or limited |
| |suited to task |Details/examples inappropriate, vague, insufficient |Little or no awareness of expository task |
| |Lack of functional organization |Voice: |Inappropriate tone |
| |Lacks clarity or direction |Thin, insubstantial |Impedes quality and clarity |
| |Focus: |Vague or confused |Sentences: |
| |Most ideas related |Weak link to prompt |Simplistic, awkward, or uncontrolled |
| |Thesis missing, unclear, illogical |Lack of understanding of expository task |Limits effectiveness |
| |Extraneous information | |Conventions: |
| |Abrupt shifts | |Little or no command |
| |Failure to maintain focus | |Serious, persistent errors |
| |Progression: | |Disrupts fluency and meaning |
| |Weak | | |
| |Repetition/wordiness disrupts | | |
| |Lack of meaningful transitions | | |
| |Unclear or difficult to follow | | |
Source: English I Expository Essay Rubric
Accessed 4/9/2012
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