iRubric: CLMT WRTG RBRC rubric

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CLMT WRTG RBRC

A working draft of our revised Clairemont High School English Department Response to Writing Rubric. Note that there will be two documents: a streamlined version and an annotated version. The streamlined version will contain abbreviated descriptors and fit on to one student-friendly, letter-sized page. The annotated version will encompass a variety of teacher-friendly details regarding each descriptor, such as examples to use in lessons, various approaches to differentiating instruction, etc. It would be nice if we could establish an on-line version of the rubric, in which each descriptor is a hyperlink that leads to the annotated script...

Rubric Code: G6X6C4

By NYJapan

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

CLMT WRTG RBRC
	ADVANCED (N/A)	PROFICIENT (N/A)	BASIC (N/A)	BELOW BASIC (N/A)	FAR BELOW (N/A)
Prompt/Thesis	ADVANCED * Provides a clear and meaningful thesis that responds effectively to all aspects of the prompt.	PROFICIENT * Provides a meaningful thesis but may respond to some aspects of the prompt more effectively than others.	BASIC * Provides a thesis that is responsive to the prompt but may neglect some of its aspects.	BELOW BASIC * Provides a thesis or main idea that is related to the prompt but may misinterpret some of its aspects.	FAR BELOW * Provides a thesis or main idea that is not related to the topic and/or indicates confusion or neglects important aspects of the prompt.
Organization/Structure	ADVANCED * Implements all essential components inherent in the assigned mode. * Applies a well developed beginning, middle, and end with effective use of transitions.	PROFICIENT * Implements most essential components inherent in the assigned mode. * Applies a somewhat developed beginning, middle, and end with some use of transitions.	BASIC * Implements some essential components inherent in the assigned mode. * Applies a beginning, middle, and end that may be undeveloped and/or incorporate little use of transitions.	BELOW BASIC * Missing some essential components inherent in the assigned mode. * Applies to include a beginning, middle, and end but may neglect one area, and lacks the use of transitions.	FAR BELOW * Missing most essential components inherent in the assigned mode. * Applies no clear beginning, middle, or end, and lacks the use of transitions.
Evidence	ADVANCED * Contains carefully selected evidence that effectively supports the thesis. * Introduces evidence skillfully and provides citation in MLA Format.	PROFICIENT * Contains evidence that supports the thesis somewhat effectively. * Introduces evidence and provides citation in MLA Format.	BASIC * Contains evidence that is somewhat supportive of the thesis. * Mostly introduces evidence or provides citation in MLA Format.	BELOW BASIC * Contains little if any evidence that lacks support of the thesis. * Rarely introduces evidence or provides citation in MLA Format.	FAR BELOW * Contains little or no evidence that lacks support of the thesis. * Rarely introduces evidence and does not provide citation in MLA Format.
Analysis	ADVANCED * Utilizes a substantial variety of insightful and relevant connections that are complex in conception. * Identifies or describes multiple elements of the text specific to its genre and explains their function.	PROFICIENT * Utilizes some variety of connections that are relevant but less insightful and/or complex in conception. * Identifies or describes fewer elements of the text specific to its genre and explains their function to a lesser degree.	BASIC * Makes multiple connections that are relevant, but lack variety, insight or complexity. * May identify or describe elements of the text but explanation lacks specificity regarding their genre or function.	BELOW BASIC * Makes some connections but none go beyond the obvious. * May identify or describe minimal elements of the text but provides no explanation regarding their genre or function.	FAR BELOW * Does not make any connections; simply restates the evidence or prompt but provides no commentary about it. * Does not identify any elements of the text.
Language/Sentence Fluency	ADVANCED * Word choice is precise and language is academically mature. * Sentences provide a clear expression of logical relationships that are relevant to the topic. * Demonstrates creative use of varied sentence structure with subject-verb agreement.	PROFICIENT * Word choice is less precise, yet appropriate, while language is less academically mature. * Sentences mostly provide a logical flow and are relevant to the topic. * Demonstrates a variety of sentence structure with subject-verb agreement.	BASIC * Word choice is somewhat deliberate and language makes an attempt at academic maturity. * Sentences flow in places but not in others, and are mostly relevant to the topic. * Demonstrates some variety of sentence structure and generally contains subject-verb agreement.	BELOW BASIC * Word choice is too basic and language is academically immature. * Sentences lack flow and are confusing at times, lacking relevance to the topic. * Demonstrates little or no variety of sentence structure and may lack subject-verb agreement.	FAR BELOW * Word choice is not relevant to the topic and language is inappropriate, unacademic or immature. * Sentences are scarcely coherent and/or irrelevant to the topic. * Demonstrates no variety of sentence structure and mostly lacks subject-verb agreement.
Conventions	ADVANCED * Contains few, if any, errors in the conventions, none of which interfere with the reader's understanding.	PROFICIENT * Contains several errors in the conventions, but these do not interfere significantly with the reader's understanding.	BASIC * Contains more errors in the conventions that may interfere with the reader's understanding.	BELOW BASIC * Contains many errors in the conventions, some of which interfere with the reader's understanding.	FAR BELOW * Contains many serious errors in the conventions that interfere greatly with the reader's understanding.

Keywords:

English; writing

Subjects:

English

Types:

Writing

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