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iRubric: Personal Essay Assignment rubric

iRubric: Personal Essay Assignment rubric

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Personal Essay Assignment Writing Essay Assessment Personal essays express the writer’s thoughts and opinions, often incorporate personal anecdotes or experiences, and are usually written in a less formal style than a literary analysis or other form of essay. Students can receive a maximum of 48 points from this portion of the paper plus 2 points for turning in pre-writing for a total of 50 points for the assignment. Rubric Code: UX36CW9 By HTeacher Ready to use Public Rubric Subject: English Type: Assessment Grade Levels: 9-12

Writing Essay Assessment This is the Teacher's Assessment of Student work for their assignment.
	Non-Performance A paper in this category shows a Non-Performance of weakness in using the tools of language. It exhibits little to none of the following characteristics: 0 pts	Below Expectations A paper in this category shows a Below Expectations command of the tools of language. It exhibits some or all of the following characteristics: 3 pts	Basic A paper in this category shows a Basic command of the tools of language. It exhibits some or all of the following characteristics: 6 pts	Proficient A paper in this category shows a proficient command of the tools of<BR> language. It exhibits some or all of the following characteristics: 9 pts	Distinguished A essay paper in this category shows a distingusished command of the tools of language. It exhibits all of the following characteristics: 12 pts
Elaboration/Support/ Style 12 pts Elaboration/Support/Style • The opening engages the reader’s attention.<BR> • All details are clearly related to the topic.<BR> • Details are sufficient and appropriate.<BR> •Word choice enhances the writing.<BR> • Effective transition words are used.	Non-Performance Student failed to demonstrate • it does not respond to the type of writing the prompt is intended to elicit. • it cannot be read because it is illegible.	Below Expectations Student demonstrates • half or more of main ideas not supported by details • half or more details may be irrelevant • no transitions • sentence style choppy • vocabulary limited	Basic Student demonstrates uneven development/narrative details sketchy • details may appear to be listed rather than integrated into coherent flow • some details are irrelevant • few or no transitions • most sentences simple; overall style choppy • word choice adequate to convey meaning but few precise or vivid words	Proficient Student demonstrates each main idea supported by details, but details in some paragraphs may be sketchy/narrative details sufficient to flesh out events • all details related to topic • some details not used effectively • transitions used • varied sentence style • word choice adequate to convey meaning; some precise, vivid words	Distinguished Student demonstrates • each main idea supported by details/narrative brought to life by details • all details related to topic • choice of details effective • ideas/events related by effective transition words and phrases • varied sentence style • precise, interesting,
Focus 12 pts • The main idea or story sequence is clear.<BR> • The piece fulfills its purpose and is appropriate<BR> to its intended audience.<BR>	Non-Performance Student failed to demonstrate • it does not respond to the type of writing the prompt is intended to elicit.	Below Expectations Student demonstrates • evidence of attempt to respond to prompt • no evidence of attentiveness to audience • focus on topic not sustained	Basic Student demonstrates • responds partially to the prompt but is off-target in some way • may not show evidence of attentiveness to audience • focus on topic not consistently sustained • may be no opening sentence; no attention to closing	Proficient Student demonstrates • responds to the prompt • appropriate to the audience • focus not clear at every point	Distinguished Student demonstrates • responds to the prompt • appropriate to the audience • single, distinct focus
Grammar, Usage, and Mechanics 12 pts • The writing is free of misspellings, and words<BR> are capitalized correctly.<BR> • Sentences are punctuated correctly, and the<BR> piece is free of fragments and run-ons.<BR> • Standard English usage is employed.<BR> • The paper is neat, legible, and presented in an<BR> appropriate format.	Non-Performance Student failed to demonstrate • it does not respond to the type of writing the prompt is intended to elicit. • it cannot be read because it is illegible.	Below Expectations Student demonstrates number and type of errors obscure meaning • inadequate grasp of Standard American English • frequent errors in spelling, capitalization, and usage • many run-ons or fragments • serious and frequent punctuation errors	Basic Student demonstrates • number and type of errors may interfere with meaning at some points • weaknesses in command of Standard American English • some spelling, capitalization, or usage errors • some fragments or run-ons • some errors in punctuation	Proficient Student demonstrates • number and type of errors not sufficient to interfere with meaning • consistent command of Standand American English • few, if any, spelling, capitalization, or usage errors • competence in coordination and subordination	Distinguished Students demonstrates • sophisticated and consistent command of Standard English • free of spelling, capitalization, and usage errors • precise syntax; competence in coordination and subordination • few, if any, errors in punctuation
Organization 12 pts Ideas or events are presented in an effective<BR> order.<BR> • The writing has unity and coherence.	Non-Performance Student failed to demonstrate • it cannot be read because it is illegible.	Below Expectations Student demonstrates • no opening or closing • piece is not complete	Basic Student demonstrates • some lack of distinction between main ideas and details • order of ideas not effective	Proficient Student demonstrates • some main points underdeveloped • ideas may not be in the most effective order • an opening, but not necessarily focused or attention-getting; attempt at a closing • sense of completeness	Distinguished Student demonstrates • generally well-developed ideas or narrative • logical flow of ideas or events • opening that draws in reader; effective closing • sense of completeness

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Writing Essay Assessment Evaluation

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English

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