Character Essay Rubric



5 Paragraph Essay Rubric

|Achievement Category |Level 4 |Level 3 |Level 2 |Level 1 |

|Knowledge & Understanding I |Student has clearly followed the |Ideas for the thesis are specific and |Ideas for the thesis are |Ideas for the thesis are limited. The|

|Followed the format of writing a five |paragraph essay format outlined in |thoughtful. The main idea is |over-simplified and only one to two |student has provided no examples from |

|paragraph essay with a strong topic |class. The thesis is insightful and |established with two to three |examples are provided. Student has |the text. No revisions have been made |

|sentence, three examples and a concluding|complex, yet easy to understand with|examples. The conclusion summarizes |made little effort to revise the rough|to the rough draft. |

|sentence. |three varied examples of evidence. |the topic sentence. For the most part,|draft. | |

|Made appropriate revisions to first draft|The conclusion is interesting and |has incorporated suggestions from | | |

|and made a strong effort to improve the |summarizes the essay. Carefully |editing sessions. | | |

|essay. |revised. | | | |

|Evaluation: /5 |5 |4 |3-2 |1 |

|Knowledge & Understanding II |Ideas of the major concepts and |Ideas of the major concepts and themes|Shows a vague understanding of the |The basic ideas are misinterpreted and|

|Basic understanding of ideas, concepts |themes are accurate, in-depth, and |are specific and accurate. |major concepts and themes. |presented with confusion. |

|and themes. |complex. | | | |

|Evaluation: /10 |8 and above |7.5 - 6.5 |6 - 5.5 |Below 5 |

|Thinking & Inquiry |Demonstrates excellent insight and |Demonstrates insight with some |Some insight shown but most ideas are |Little to no insight. Does not |

|Demonstration of insight and original |originality of thought. Conclusions|original ideas. Conclusions are |obvious. Conclusions are general or |formulate conclusions. Relationships |

|thought. |are relevant and complex. Analyses |specific and relevant. Analyses of |simple. Analyses between points and |between points and thesis are |

|Thoughtful analysis. |of relationships between points and |relationships between points and |thesis are limited and simple. |over-simplified or not evident. |

|Appropriate and strong supporting |thesis are specific, relevant, and |thesis are specific and relevant. | |Supporting evidence is imprecise or |

|evidence. |complex. Use of supporting evidence |Supporting evidence is of considerable| |missing. |

| |is highly effective. |quality. | | |

|Evaluation: /15 |12 and above |11.5 – 10 |9.5 – 8 |Below 7.5 |

|Communication |Strong articulation of thoughts and |Considerable clarity of articulation. |Limited clarity of articulation. |Inadequate articulation of thought. |

|Clear articulation of thoughts and |sentence fluency. Logical and |Logical progression of thought. |Progression of thought is limited and |Lacks logical progression of thought. |

|fluency of sentences. |highly effective progression of |Considerable focus within arguments. |sometimes confusing. Focus within |No focus within arguments. |

|Logical progression of linked thoughts. |thought. Strong focus in arguments.| |arguments is weak. | |

|Focus within arguments. | | | | |

|Evaluation: /10 |8 and above |7.5 - 6.5 |6 - 5.5 |Below 5 |

|Application |Diction highly effective, confident |Considerable use of accurate and |Several major grammatical errors and |Inappropriate diction. Grammatically |

|Correct grammatical structure, spelling |and engaging. Grammatically |appropriate diction. Few grammatical |inconsistent usage of verb tenses. |inaccurate with shifting verb tenses. |

|and suitable vocabulary. |accurate with proper use of verb |errors. Verb tenses kept fairly |Diction is limited. | |

|Diction: accuracy, level, |tenses throughout. |consistent throughout. | | |

|appropriateness. | | | | |

|Verb tenses. | | | | |

|Evaluation: /10 |8 and above |7.5 - 6.5 |6 - 5.5 |Below 5 |

Total /50

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