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iRubric: Extended Definition Essay rubric

iRubric: Extended Definition Essay rubric

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Extended Definition Essay 
Extended Definition Essay
Define a common but subjective term and explore what that word means via specific examples that illustrate your definition.
Rubric Code: JX972W3
By jbalen
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Definition Essay
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  Level 4

4 pts

Level 3

3 pts

Level 2

2 pts

Level 1

1 pts

Introduction (Organization)

Knowledge and Understanding
WR2.1 write for different purposes and audiences
using a variety of literary, informational, and
graphic forms (definition essay)
Level 4

The thesis statement defines the word. There is an introduction that engages the reader and pulls the reader in.
Level 3

The thesis statement defines the word.
Level 2

There is a thesis statement but it does not define the word.
Level 1

There is no clear thesis.
Sequencing

Knowledge and Understanding
WR2.1 write for different purposes and audiences
using a variety of literary, informational, and
graphic forms (definition essay)
Level 4

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. A variety of thoughtful transitions are used. They clearly show how ideas are connected.
Level 3

Details are placed in a logical order, but the way in which they are presented/introduced
sometimes makes the writing less interesting. Transitions clearly show how ideas are connected, but there is little variety.
Level 2

Some details are not in a logical or expected order, and this distracts the reader. Some transitions work well; but connections between other ideas are fuzzy.
Level 1

Many details are not in a logical or expected order. There is little sense that the writing is
organized. The transitions between ideas are unclear or nonexistent.
Conclusion

Knowledge and Understanding
WR2.1 write for different purposes and audiences
using a variety of literary, informational, and
graphic forms (definition essay)
Level 4

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."
Level 3

The conclusion is recognizable and ties up almost all the loose ends.
Level 2

The conclusion is recognizable, but does not tie up several loose ends.
Level 1

There is no clear conclusion, the paper just ends.
Support for Topic

Thinking
WR1.3 locate and select information to effectively
support ideas for writing, using a variety of
strategies and print, electronic, and other
resources, as appropriate
Level 4

Class texts are used to support definition.
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
Level 3

Class texts are used to support definition.
Level 2

Some use of the class texts used to support definition
Level 1

Limited use of the class texts to support definition.
Definition

Thinking
WR 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational
pattern best suited to the content and the purpose for writing
Level 4

A clear and well defined extended definition; does an exemplary job of supporting thesis
Level 3

An extended definition has been created; does a good job of supporting thesis
Level 2

An extended definition is created. The author attempts to support a thesis.
Level 1

An extended definition is
attempted; little support for thesis.
Voice and Personality

Communication
WR2.2 establish a distinctive voice in their writing,
modifying language and tone skilfully and
effectively to suit the form, audience, and
purpose for writing
Level 4

The writer seems to be writing from knowledge or experience. The author has taken the
ideas and made them "his own."
Level 3

The writer seems to be drawing on knowledge or experience, but
there is some lack of ownership of the topic.
Level 2

The writer relates some of his own
knowledge or experience, but it
adds nothing to the discussion of the topic.
Level 1

The writer has not tried to transform the information in a
personal way. The ideas and the way they are expressed seem to belong to someone else.
Sentence Fluency

Communication
WR2.4 write complete sentences that communicate
their meaning clearly and effectively, skilfully
varying sentence type, structure, and length to
suit different purposes and making smooth
and logical transitions between ideas
Level 4

Every paragraph has sentences of
different types, and all sentences are correctly punctuated.
Level 3

All paragraphs have sentences that vary in length but there are minor problems in punctuation with a
few sentences.
Level 2

Some sentences vary in length, or
there are several sentences with
punctuation errors.
Level 1

Sentences rarely vary in length or
there are frequent errors in punctuation.
Word Choice

Communication
WR2.3 use appropriate descriptive and evocative
words, phrases, and expressions imaginatively
to make their writing clear, vivid, and interesting
for their intended audience
Level 4

Writer uses vivid words and phrases
that linger or draw pictures in the
reader's mind words seems
accurate, natural and not forced.
Level 3

Writer uses vivid words and phrases
that linger or draw pictures in the
reader's mind; occasionally the
words are used inaccurately or seem overdone.
Level 2

Writer uses words that communicate clearly, but the
writing lacks variety,
punch or flair.
Level 1

Writer uses a limited
vocabulary that does not communicate strongly or capture
the reader's interest.
Writing Conventions

Communications
OVWR3 Apply conventions: spelling, punctuation, grammar
Level 4

Writer makes no or few errors that distract the reader from the content.
Level 3

Writer makes a few errors that distract the reader from the content.
Level 2

Writer makes several errors that distract the reader from the content.
Level 1

Writer makes many errors, making the essay difficult to read.
Essay Conventions

Application
WR3.7 produce pieces of published work to meet criteria
identified by the teacher, based on the
curriculum expectations

~Formatting follows MLA
~Original title
Level 4

Formatting does follow the style guide with no errors and includes page numbers. Title is creative.
Level 3

Formatting does follow the style guide with no errors. Title is appropriate and original.
Level 2

Formatting does follow style guide with errors. Title not original.
Level 1

Formatting does not follow style guide. Title missing




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