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iRubric: To Kill a Mockingbird Theme rubric
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To Kill a Mockingbird Theme
Rubric Code:
L2XWB42
By
Courtneylyn3
Ready to use
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
6-8
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To Kill a Mockingbird Theme
1
1 pts
2
2 pts
3
3 pts
4
4 pts
5
5 pts
Ideas
1
Paper has no clear sense of purpose or central theme. Reader must infer, based on sketchy details. Information is limited or unclear.
2
Information limited or unclear. Text may be repetitious; disconnected ideas, random thoughts. Difficult to discern important information; Lack of depth, balance, &/or understanding.
3
Development is basic or general. Reader can infer direction; difficulty going from general observations to specifics. Ideas may not be expanded to show in-depth understanding; Support is attempted but undeveloped.
4
Ideas are mostly clear and contain specific detail, Some elaboration of specifics; contains depth, understanding & is personalized; Support is developed and strongly supports main point.
5
Ideas are fresh and original. The writer seems to be writing from knowledge or experience. Information goes beyond the obvious or predictable. The writer develops the topic in an enlightening, purposeful way that makes a point or tells a story. Essay is clear and focused, holds the attention.
Organization
1
Connections between ideas are confusing or absent; no title is present, or does not match with content;
Problems with organization; reader must infer main point.
2
Lacks clear sense of direction. Ideas, details or events presented in a loose or random fashion;
Structure is hard to infer but is attempted & points are not logically related, Paragraphing not evident.
3
Some transitions work; Sequencing shows some logic; red; Some evidence of structure, Inconsistent paragraphing, Points presented but not interrelated, Major digressions.
4
Structured; Essay is adequately paragraphed, though perhaps inconsistent. Some coherence and cohesion, May have minor gaps and digressions, some attempt at transitions.
5
Thoughtful transitions clearly show how ideas connect. Title is original, captures theme.
Organization flows smoothly.
Strong paragraphing, coherence and cohesion. May have a minor digression. Appropriate paragraphing throughout. Evidence of transitions.
Conventions
1
Severely distracting language errors, Drastically interrupts readability of essay; Spelling errors are frequent, Punctuation missing or incorrect.
2
Severely distracting language errors, Grammar, spelling & punctuation errors create considerable interruption of readability of essay.
3
Limited range of standard conventions. Conventions sometimes enhance readability; at other times, errors are distracting and impair readability.
4
Few grammatical, spelling &/or punctuation errors, Few language errors that raise concern.
5
The writer demonstrates a clear grasp of standard writing conventions; uses conventions effectively to enhance readability.
No grammar, spelling and/or punctuation errors. Characterized by correct and thoughtful language use.
Presentation
1
Very little or no textual evidence; little knowledge of MLA format for paper structure or citations; No Works Cited to accompany in-text citations, no heading.
2
Little support reflected in essay;
No Works Cited, few or no in-text citations, evidence unsupportive of essay topic; many MLA format errors.
3
Some evidence reflected in essay, Less than required amount of in-text citations; Fewer than required amount of sources, evidence somewhat unsupportive of topic; format has several errors.
4
Adequate evidence reflected in essay, Required number of in-text cit. and sources, evidence adequately supports topic, Very few MLA format errors.
5
Abundant evidence reflected in essay, More than required number of in-text cit. and/or sources, No MLA format errors, evidence supports own words/ideas.
Voice
1
Writer seems indifferent, uninvolved or distant from topic and/or audience; writing is lifeless, mechanical, may be overly technical or jargonistic.
2
Writer seems aware of an audience, but may discard personal insights in favor of safe generalities.
3
Writer seems sincere, but not fully engaged or involved. Result is perhaps personable and pleasing, but not compelling.
4
Communicates in an earnest and pleasing manner, but may be lacking clear connection of personal commitment to the writing.
5
Writing reflects a strong commitment to the topic; effort to bring the topic to life by anticipating reader questions; shows why reader should care or want to know more; reading communicates a strong interaction with the writer.
Word Choice
1
Limited vocabulary;
Language is vague and only general message comes through, jargon or clichés are used, words are used incorrectly.
2
Language is unoriginal, general or vague.; Words are used incorrectly; comprehension of words used is unclear.
3
Language is functional but perhaps lacks impact; reader may determine the writer's meaning on a general level; word choices are general, lacking depth.
4
Words almost always used correctly; strong attempts at varied colorful language use; language and flow is natural and expressive; sense of individuality in work.
5
Words convey the intended message in an interesting and natural way. Words are specific and accurate; it is easy to understand what the writer means. Language is natural and never overdone; phrasing is highly individual. Lively verbs. Precise nouns, modifiers.
Sentence Fluency
1
Sentences are choppy, incomplete, rambling or awkward; Phrasing does not sound natural; many sentences begin the same way.
2
May be stiff or awkward, ideas do not seem to flow together logically. Text is not fluid, little variation in sentence length and structure. Little attempt at varied expression.
3
More mechanical than fluid. There is at least some variation in sentence length and structure. Sentence beginnings are NOT all alike.
4
Writing has easy flow and doesn’t rely on inference from the reader. Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy.
5
The writing has an easy flow and rhythm. Sentences are well built, with strong and varied structure. Sentences vary in length as well as structure. Fragments, if used, add style. Dialogue, if used, sounds natural.
Subjects:
English
Types:
Writing
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