SIX TRAITS WRITING RUBRIC - Weebly
| |Exemplary 6 |Strong 5 |Proficient 4 |Developing 3 |Emerging 2 |Beginning 1 |
|Content: 50 pts. |• Exceptionally clear, |• Clear, focused, |• Evident claims with|• Claims may be |• Claims may be |• Lacks central |
|( Claims are relevant,|focused, well developed |interesting claims with|some supporting |cloudy because |unclear and cluttered |claims; development is |
|clear, and |claims with relevant, |appropriate supporting |evidence which may be |supporting evidence is |by irrelevant evidence |minimal or non-existent|
|well-developed |strong supporting evidence|evidence |general or limited |too general or even | | |
|( Claims are supported| | | |does not connect to | | |
|by evidence | | | |claims | | |
|Organization: 20 pts. |• Effectively organized |• Strong order and |• Organization is |• Attempts at |• Lack of structure; |• Lack of coherence; |
|( structure |in logical and creative |structure |mostly appropriate |organization; but ideas|disorganized and hard |confusing |
|( introduction |manner |• Inviting intro and |• Attempt at |to not connect well |to follow |• No identifiable |
|( conclusion |• Engaging and relevant |satisfying closure |introduction and |• Beginning and |• Missing or weak |introduction or |
| |intro and conclusion | |conclusion |ending not developed |intro and conclusion |conclusion |
| | | | | | | |
|Style & Language: 20 |Voice is expressive, |Voice is mostly |Voice is functional and|• Voice may be |• Voice is often |• Voice is |
|pts. |engaging, highly developed|expressive, engaging |appropriate for |inappropriate for |inappropriate for an |inappropriate for an |
|( effective language |academic writing |and developed as |academic audience |academic audience |academic audience |academic audience |
|choices |Style is strong with |academic writing |Style is sometimes |• Style is |• Style is often |• Style is either |
|( sense of audience |variation in sentence |Style is mostly strong |strong, but |inconsistent; it may be|either under-developed |under-developed or |
| |structures and work |with variation in |inconsistent. |under-developed or |or clunky. |clunky. |
| |choice. |sentence structures and| |clunky. | | |
| | |work choice. | | | | |
|Conventions:10 pts. |• Exceptionally strong |• Strong control of |• Control of most |• Limited control of |• Frequent |• Numerous errors |
|(age appropriate, |control of standard |conventions; errors are|writing conventions; |conventions; frequent |significant errors may |distract the reader and|
|spelling, caps, |conventions of writing |few and minor |occasional errors with |errors do not interfere|impede readability |make the text difficult|
|punctuation, grammar | | |high risks |with understanding | |to read |
CPAR Research Paper Guidelines & Grading Rubric
--Paper is due at midnight on Sunday. April 10th to anna.write@
--Paper is worth 100 pts. (-10 pts./day for late papers, not accepted after 3 days)
--This should be a formal, well-organized paper in which you explain your research project, including your reasons for doing the project, the research methods you used, your research findings, and the significance of those findings.
--You must support your claims using at least three other sources. Use MLA in-text citation and include a works cited page.
--The intro, body, and conclusion should be at least five double spaced pages in a Times New Roman font with a heading on the first page that includes your name, date, and project title. The works cited page is in addition to the five-page paper.
--You will be evaluated using the rubric below.
Proposed Outline for Paper
Introduction (1-2 pages)
• Engage readers
• Explain your research topic
• Explain why your research matters
• Integrate your personal narrative so that we know why this research matters to you
• Present your research questions (not the questions you used to collect data, but the overall question/s you are trying to answer)
• Explain the methods you used and why, and describe any limits to your methods
• If you did an action project, include a description of that here as well
Body (3-4 double spaced pages)
• Heading 1 (first set of claims, evidence, support)
• Heading 2 (second set of claims, evidence, support)
• Heading 3 (third set of claims, evidence, support)
Conclusion (.5 to 1 page)
• Revisit the theme, questions, or narrative you used in the introduction to bring things full circle.
• Briefly summarize your main ideas through the paper, bringing them together to synthesize the information.
• Propose a course of action for further research or action.
• Provoke your readers with the implications (the “so what?”) of your research. Why does it matter?
Works Cited (separate page)
• See for help
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- six traits writing rubric edu
- six key traits of excellent listeners
- six traits checklist personal expression
- six traits score weebly
- 6 traits lesson plan
- six trait writing rubric kyrene
- six traits writing rubric weebly
- the six traits primary version
- the six traits of writing in short story weebly
- six traits writing rubric university of british columbia
Related searches
- fsa writing rubric grade 10
- fsa writing rubric grade 9
- fsa writing rubric grade 4
- staar writing rubric grade 7
- fsa writing rubric pdf
- six traits of writing examples
- six traits of writing pdf
- six traits of writing
- fsa writing rubric grade 5
- fsa writing rubric 4th grade
- fsa writing rubric 7th grade
- fsa writing rubric 6 10