SC WRITING RUBRIC for Extended Responses Grades 3 – …



Extended Response Scoring Rubric Grades 3 – 8

|SCORE |4 |3 |2 |1 |

| |Presents a clear central idea about the topic|Presents a central idea about the topic |Central idea may be unclear |There is no clear central idea |

| |Fully develops the central idea with |Develops the central idea but details are |Details need elaboration to clarify the |Details are sparse and/ or confusing |

|CONTENT / DEVELOPMENT |specific, relevant details |general, or the elaboration may be uneven |central idea |There is no sense of focus |

| |Sustains focus on central idea throughout the|Focus may shift slightly, but is generally |Focus may shift or be lost causing confusion | |

| |writing |sustained |for the reader | |

| |Has an effective introduction, body, and |Has an introduction, body, and conclusion. |Attempts an introduction, body, and |Attempts an introduction, body, and |

| |conclusion. |Provides a logical progression of ideas |conclusion; however, one or more of these |conclusion; however, one or more of these |

|ORGANIZATION |Provides a smooth progression of ideas by |throughout the writing. |components could be weak or ineffective. |components could be absent or confusing. |

| |using transitional devices throughout the | |Provides a simplistic, repetitious, or |Presents information in a random or illogical |

| |writing. | |somewhat random progression of ideas |order throughout the writing. |

| | | |throughout the writing. | |

| | |Uses precise and/or vivid vocabulary |Uses both general and precise vocabulary |Uses simple vocabulary |

| | |appropriate for the topic |Phrasing may not be effective, and may be |Phrasing is repetitive or confusing |

|VOICE | |Phrasing is effective, not predictable or |predictable or obvious |Shows little or no sentence variety; reading |

| | |obvious |Some sentence variety results in reading that|is monotonous |

| | |Varies sentence structure to promote rhythmic|is somewhat rhythmic; may be mechanical |Shows little or no awareness of audience and |

| | |reading |Shows awareness of audience and task; tone is|task; tone may be inappropriate |

| | |Shows strong awareness of audience and task; |appropriate | |

| | |tone is consistent and appropriate | | |

| |Provides evidence of a consistent and strong |Provides evidence of an adequate command of |Provides evidence of a limited command of |Provides little or no evidence of having a |

|CONVENTIONS |command of grade-level conventions (grammar, |grade-level conventions (grammar, |grade-level conventions (grammar, |command of grade-level conventions (grammar, |

| |capitalization, punctuation, and spelling). |capitalization, punctuation, and spelling). |capitalization, punctuation, and spelling). |capitalization, punctuation, and spelling). |

| | | | | |

|NOTE: This rubric MUST be used in conjunction with specific grade-level skills as outlined in the Composite Matrix for the Conventions of Grammar, Mechanics of Editing, Revision and Organizational Strategies, and |

|Writing Products (Appendix B of ELA Standards, 2008). |

|Blank |B |

|Off Topic |OT |

|Insufficient |IS |

|Unreadable |UR |

|Not Original |NO |

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