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iRubric: Book Review/Analysis rubric
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Book Review/Analysis
Daniel Boone report
Rubric Code:
WX74B9X
By
Gurena6
Ready to use
Public Rubric
Subject:
English
Type:
Assessment
Grade Levels:
K-5, 6-8
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Category
Excellent
4 pts
Good
3 pts
Fair
2 pts
Poor
1 pts
Organization
And Structure
Excellent
The student stated a strong thesis statement and conclusion. All sentences support the topic and thesis.
Good
The student stated a thesis statement and conclusion. Details are not really interesting, but they are appropriate.
Fair
The student stated a thesis statement and conclusion. The writing is about the topic and has some details. The details are not really relevant, (nor in order) but they are appropriate.
Poor
The thesis statement and conclusion do not clearly state what the analysis conveys. The writing is unclear and lacks depth. There are no clear supporting details. Comprehension of task is minimal.
Supporting Details
Excellent
The student clearly stated 2 pieces of textual evidence per paragraph that supports analysis and review of selected text. Furthermore, TE is explained in depth. The facts are in chronological order.
Good
The student stated 2 pieces of TE per paragraph that supports analysis and review of selected text. TE explanation lacks depth and analysis. Facts are in chronological order.
Fair
The student stated 1 piece of TE per paragraph.TE explanation is not grade level appropriate, lacks depth, analysis and interpretation of selected text. The facts are chronological order.
Poor
The student did not meet the criteria for required TE. Student provided minimal TE or 0 TE throughout the paper. As a result, paper lacks depth, focus and understanding of analysis The facts are not in chronological order.
Conventions
Excellent
Few, if any, errors in usage/sentence formation. Effective/consistent use of punctuation/ capitalization. Any spelling errors do not interfere with reading of the final copy. Paragraph is indented; neat; easy to read.
Good
Few errors in usage and sentence formation. Consistent use of punctuation and capitalization. Any spelling errors do not interfere with the reading of the final copy; good spacing; neat; easy to read.
Fair
Errors in usage and sentence formation. Inconsistently uses punctuation and capitalization. Spelling errors may interfere with the reading of the final copy. No consistent paragraph form; good spacing.
Poor
Many errors in usage and sentence formation. Punctuation/capitalization, if present, is used inconsistently or incorrectly. Spelling errors interfere with the reading of the final copy; no paragraph form; no space between words; difficult to read.
Purpose
Excellent
Transitional words/phrases are effectively used. Thesis and related ideas are organized to support purpose in paragraphs and overall paper.
Good
Transitional words and are appropriately used. Related ideas are organized to support purpose in paragraphs and overall paper.
Fair
Transitional words and phrases are not used properly. Paragraph form lacks structure and format; ideas are poorly organized and give insufficient support for the analysis of the book.
Poor
Transitional words and phrases are not used. Paragraph form not followed. Ideas are poorly organized and give insufficient support for the analysis of the book.
Completed on time
Excellent
Assignment is completed before or on date due.
Good
Assignment is completed one day late.
Fair
Assignment is completed two days late.
Poor
Assignment is completed three or more days late.
Literary Devices/Gothic Terms
Excellent
A combination of 6 literary devices and Gothic terms are included, analyzed and discussed in relation to selected text and analysis.
Good
A combination of less than 6 literary devices and Gothic terms are included, analyzed and discussed in relation to selected text and analysis.
Fair
A combination of 6 (or less than) literary devices and Gothic terms are included. However, analysis, and implementation lacks depth, comprehension and relevance in relation to selected text and analysis.
Poor
Student does not include any literary devices and Gothic terms. Insufficient, insignificant analysis and understanding of selected text and minimal effort.
Subjects:
English
Education
Types:
Assessment
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