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iRubric: Second Semester Senior Writing rubric

iRubric: Second Semester Senior Writing rubric

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Second Semester Senior Writing Sophomore English Writing Rubric Code: UX4CX98 By nickd112358 Draft Public Rubric Subject: English Type: Writing Grade Levels: 9-12

Second Semester Senior Writing
	Poor 1 pts	Fair 2 pts	Good 3 pts	Great 4 pts	Excellent 5 pts
Judgment	Poor The student fails to take a position	Fair The student implies a position but fails to make it explicit	Good The student explicates a position but ultimately asks a question rather than answering one	Great The student takes a position but fails to understand it completely	Excellent The student takes and understands a position
Counterargument	Poor The student fails to acknowledge counterarguments	Fair The student provides counterargument but fails to outline them completely	Good The student acknowledges counterarguments, outlines them, but fails to respond to them	Great The student acknowledges counterarguments, outlines them, responds to them, but fails to undercut them	Excellent The student acknowledges, outlines, and undercuts any counterarguments
Focus	Poor The student fails to maintain a general focus in his essay	Fair The student maintains a general focus throughout the essay but fails to focus on a specific issue	Good The student maintains a general and specific focus throughout the essay	Great The students maintains a general and specific focus but fails to address each aspect of his argument	Excellent The student maintains general and specific focus and addresses each aspect of his argument
Thesis	Poor The student fails to provide a thesis	Fair The student provides a factual thesis statement	Good The student provides an opinionated thesis statement, but it is illogically situated within the essay	Great The student implies a vague, opinionated thesis statement and situates it logically within the essay	Excellent The student explicates a specific, opinionated thesis statement and situates it logically in his essay
Evidence	Poor The student fails to provide evidence	Fair The student provides some general reasons, details, or examples	Good The student grounds each of his opinionated claims with general reasons, details, or examples	Great The student provides some specific reasons, details, or examples	Excellent The student grounds each of his opinionated claims with specific reasons, details, or examples
Context	Poor The student fails to provide context for his evidence	Fair The student provides unrelated context for his evidence	Good The student provides some related context for his evidence	Great The student provides adaquate context for his evidence but fails to move logically between general context and specific evidence	Excellent The student provides adaquate context and moves logically into his specific evidence
Organization	Poor The student fails to organize his essay logically	Fair The student provides some organization of his ideas but fails to progress logically between ideas	Good The student provides adaquate organization of his ideas but fails to progress logically between ideas	Great The student provides adaquate organization of his ideas and indicates some logical progression between ideas	Excellent The student provides adaquate organization of his ideas and indicates sufficient logical progression between ideas
Transitions	Poor The student fails to transition into new paragraphs	Fair The student illogically transitions into some new paragraphs	Good The student illogically transitions into all new paragraphs	Great The student logically transitions into some new paragraphs	Excellent The student logically transitions into all new paragraphs
Intro/Conclusion	Poor The student fails to prevent a discernible introduction and conclusion	Fair The student fails to present a discernible intro or conclusion	Good The student presents an intro and conclusion that bear little to no relationship to his thesis statement	Great The student presents an intro or conclusion that bear little to no relationship to his thesis statement	Excellent The student presents an intro and conclusion that relate to his thesis statement
Grammar	Poor The student incorrectly employs many conventions of English grammar, uses inappropriate grammar, and fails to vary sentence structure and pace	Fair The student employs conventional grammar, uses appropriate vocabulary, varies his sentence structure, or varies his pace	Good The student completes two of the following: Employing standard grammar, using appropriate vocabulary, varying sentence structure, varying pace	Great The student completes three of the following: Employing standard grammar, using appropriate vocabulary, varying sentence structure, varying pace	Excellent The student employs standard grammar, uses appropriate vocabulary, varies sentence structure, and varies pace

Subjects:

English

Types:

Writing

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