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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