Double Entry Journal Rubric
Double Entry Journal Rubric
Note: Scores are given for both 5- and 10-point double entry journals, respectively.
| |5 / 10 |-- / 9 |4 / 8 |-- / 7 |3 / 6 |
|Quotation and response|Both the quotation chosen and the |Both the quotation chosen and the |Both the quotation chosen and the |The quotation chosen and/or the |The quotation chosen and the |
| |student’s response demonstrate |student’s response demonstrate thought|student’s response demonstrate |student’s response demonstrate some|student’s response do not |
| |thought and insight into the work. |and some understanding of the work. |thought and some consideration of |consideration of the work. |demonstrate consideration of |
| |The response is highly developed. |The response is developed. |the work. Some development is |Development is lacking. |the work. The response is |
| | | |present. | |undeveloped. |
|Focus of response |The response is tightly focused on |The response is focused on the text |The response is focused on the text|The response lacks focus on the |The response fails to focus |
| |the text and consists of thoughtful |and consists primarily of thoughtful |and/or consists of equal parts |text or consists mostly of summary,|on the text or consists |
| |insights rather than summary. |insights rather than summary. |insight and summary. |though some thought is present. |entirely of summary. |
|Connection to |In the response, connections are |In the response, connections are |In the response, some connections |In the response, some connections |Connections to the literature|
|literature |always made to the literature. |always made to the literature. |are made to the literature. |are made to the literature. |are missing or inaccurate. |
| |Ample evidence from the work is |Sufficient evidence from the work is |Evidence from the work is |Evidence from the work is |Little evidence from the work|
| |provided—through specific |provided—through specific |provided—through |occasionally provided—through |is provided to support the |
| |references/quotations—to support the|references/quotations—to support the |references/quotations—to support |references/quotations—to support |focus of the response. |
| |focus of the response. |focus of the response. |the focus of the response. |the focus of the response. | |
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