LOS ANGELES UNIFIED SCHOOL DISTRICT



LOS ANGELES UNIFIED SCHOOL DISTRICT

GENERIC SCORING GUIDE FOR WRITTEN PRODUCT: VISUAL AND PERFORMING ARTS

|RUBRIC |CONTENT |ORGANIZATION |CONVENTIONS |STYLE/IMPACT |TASK-SPECIFIC CRITERIA* |

|LEVEL | | | | | |

| |displays accurate and |exhibits logical and effective sequencing of ideas |includes appropriate, precise, and |exhibits a thorough sense of audience and | |

| |comprehensive knowledge of |makes smooth and effective transitions |interesting vocabulary |purpose | |

|4 |subject |connects ideas, sentences, and paragraphs to enhance |contains varied, appropriate, and |engages and persuades the reader | |

| |presents a clear and precise |meaning |complete sentences |exhibits an appropriate voice or sense of | |

| |interpretation, position, thesis,|contains specific examples and relevant details |contains no errors in mechanics and |self | |

| |or focus |appropriately |usage |uses varied, interesting sentences and | |

| |contains fully developed ideas |presents well-developed paragraphs | |paragraphs | |

| | |contains effective introduction and conclusion | |exhibits originality, liveliness, or humor | |

| |displays accurate knowledge of |exhibits logical sequencing of ideas |includes appropriate, functional |exhibits a sense of audience and purpose | |

| |subject |makes effective transitions |vocabulary |engages reader | |

|3 |presents a recognizable |connects ideas, sentences, and paragraphs to convey |contains appropriate and complete |exhibits voice or sense of self | |

| |interpretation, position, thesis,|meaning |sentences |uses varied sentences and paragraphs | |

| |or focus |contains appropriate examples and details |contains few errors in mechanics and |exhibits some elements of originality, | |

| |contains ideas that are usually |presents reasonably organized paragraphs |usage that do not interfere with |liveliness, or humor | |

| |clear and fully developed |contains an introduction and conclusion |meaning | | |

| |displays some knowledge about the|exhibits sequencing of ideas that make it difficult to|includes general, or vague vocabulary |exhibits little sense of audience or | |

| |subject without critical pieces |follow |contains simple sentences with some |purpose | |

|2 |presents an interpretation, |makes some effective transitions |sentence fragments and run-ons |engages the reader some of the time | |

| |position, thesis, or focus with |connects some ideas, sentences, and paragraphs; |contains some errors in mechanics and |exhibits voice or sense of self for some of| |

| |some lapses throughout |attempts to convey meaning |usage that may interfere with meaning |the time | |

| |contains some appropriate ideas |contains details, some of which seem out of place and | |uses simple or repetitive sentence | |

| |but does not support the topic |interfere with meaning | |structure | |

| | |presents paragraphs with little apparent organization | |exhibits little originality, liveliness, or| |

| | |or apparently random order | |humor | |

| | |contains both an introduction and a conclusion but one| | | |

| | |or both are ineffective | | | |

| |displays little if any knowledge |exhibits illogical sequencing of ideas |includes inappropriate and/or |exhibits no sense of audience or purpose | |

| |about subject |makes few if any transitions |incorrect vocabulary |engages the reader little if at all | |

|1 |presents no recognizable |connects few if any ideas, sentences, and paragraphs; |contains many sentence fragments or |exhibits little or no voice or sense of | |

| |position, thesis, or focus |does not convey meaning |run-ons |self | |

| |contains few if any appropriate |contains few details |contains frequent errors in mechanics |uses inappropriate or ineffective sentence | |

| |ideas; many details off-topic |presents paragraphs, with little organization and in |and usage that interfere with meaning |structure | |

| | |random order | |exhibits no originality, liveliness, or | |

| | |may contain an introduction and a conclusion but both | |humor | |

| | |are ineffective and may be inappropriately placed in | | | |

| | |the writing | | | |

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