Paragraph Writing Rubric - Mrs. Humphrey Website

Paragraph Rubric

Name: _________________________

Date: _________________________

Title of Work: _______________________________________________________________________

Topic Sentence / Main Idea

Supporting Detail Sentences (3 Body Sentences)

Conclusion / Closing Sentence

Transitions

Use of conventions : (grammar, spelling, punctuation, and terminology)

Comment(s):

1

Student communicates and expresses main idea with limited effectiveness. Topic sentence (Introduction) is unclear and very weak. Supporting details (with evidence, examples, and descriptions) are unclear, not relevant to the text, and not related to the main idea. Student demonstrated limited understanding.

Closing sentence is very weak, unclear and incorrectly placed, and is not restated in the topic sentence and the main idea and is unsuccessful in resolving /summarizing text. Student demonstrated limited understanding. Transitions are used to show the development from one idea to the next paragraphing with limited effectiveness.

Uses conventions, vocabulary, and terminology of the discipline with limited effectiveness [major spelling/grammar errors ( 4 and more errors)]

Criteria

2

3

Student communicates Student communicates

and expresses main

and expresses main

idea with some

idea with considerable

effectiveness. Topic effectiveness. Topic

sentence (Introduction) sentence (Introduction)

is somehow clear and is clear and effective.

effective.

Supporting details (ex. Supporting details (ex.

evidence, examples, evidence, examples,

descriptions) are

descriptions) are

somehow clear,

effective, mostly

sometimes relevant to relevant to text,

text, and sometimes complex, and are

related to the main

related to the main

idea. Student

idea. Student

demonstrated some

demonstrated

understanding.

considerable

understanding.

Closing sentence is

Closing sentence is

unclear and incorrectly strong, clearly restated

placed, and is

in the topic sentence

somehow restated in and the main idea, and

the topic sentence and is sometimes

the main idea, and is successful in

somehow successful in resolving/summarizing

resolving

text. Student

/summarizing text.

demonstrated

Student demonstrated considerable

some understanding. understanding.

Transitions are used to Transitions are used to

show the development show the development

from one idea to the from one idea to the

next paragraphing with next paragraphing with

some effectiveness.

considerable

effectiveness.

Uses conventions,

Uses conventions,

vocabulary, and

vocabulary, and

terminology of the

terminology of the

discipline with some discipline with

effectiveness [some

considerable

spelling/grammar

effectiveness [few

errors (3 errors)]

spelling/grammar

errors (2 errors)]

4

Student communicates and expresses main idea with a high degree of effectiveness. Topic sentence (Introduction) is very strong and very effective. Supporting details (ex. evidence, examples, descriptions) are consistently specific, relevant to text, complex, often insightful, and closely related to the main idea. Student demonstrated thorough understanding.

Closing sentence is very strong, very clearly restated in the topic sentence and the main idea, and is successful in resolving / summarizing text. Student demonstrated thorough understanding.

Transitions are used to show the development from one idea to the next paragraphing with a high degree of effectiveness. Uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness (no spelling/grammar errors)

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