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iRubric: LOTF's lit analysis (post reading) rubric

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LOTF's lit analysis (post reading) 
Rubric Code: P46A48
By russwarwick
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: (none)

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  emerging

(N/A)

partially proficient

(N/A)

Proficient

(N/A)

Advanced

(N/A)

Oranization and Structure

Writing a thesis to explain a specific process
emerging

Even with help, a student cannot identify a thesis.
partially proficient

The student is able to identify a thesis statement and can informally explain a process.
Proficient

The student can create a thesis statement explaining a specific process
Advanced

The student can alter a thesis statement depending on purpose and audience.
Organization and Structure

Focusing on an event or process during revision
emerging

The student doesn't plan or revise writing.
partially proficient

The student can plan an essay and understands what revision is, but still has unneeded details.
Proficient

The student revise an essay in order to eliminate unneeded details and focus on essential ones.
Advanced

The student can plan and revise an essay in order to eliminate unneeded details and focus on essential ones.
organization and structure

Applying components of formal structures
emerging

Even with help, the student cannot identify formal writing structures.
partially proficient

The student can identify formal writing structures.
Proficient

The student can identify and employ formal writing structures for a specific task.
Advanced

The student can evaluate which formal writing structures are most effective for a specific purpose.
Ideas and Content

selecting details that create mood, tone, or imagery that support the purpose
emerging

Even with help, the student cannot identify mood, tone or imagery
partially proficient

The student can identify mood, tone, imagery, and other details that enhance writing.
Proficient

Using a reader response format, the student is able to create a mood and tone prior to delving into analysis
Advanced

The student can alter a piece of writing to create a mood and tone specific to the writing's purpose.
Ideas and Content

Articulating a step by step process and analyzing the purpose of that process
emerging

Even with help, the student cannot identify the sequential order of a process.
partially proficient

The student can arrange details of a process in sequential order.
Proficient

The student can create an essay that clearly explains a process and the purpose of the process.
Advanced

The student can predict how changing the purpose of a process (in essay) can change the process' outcome.
Ideas and Content

Establishing relationships between events and consequences
emerging

Even with help, the student cannot differentiate between cause and effect.
partially proficient

The student can identify causes and with help, can come to reasonable conclusions about the effects of those causes.
Proficient

The student can identify/distinguish between cause and effect in their writing.
Advanced

The student can identify how changing one cause would alter the effects.
Word Choice & Voice

Using appropriate language when writing for specific purposes
emerging

Even with help the student cannot differentiate between different types of language for different purposes.
partially proficient

The student can identify slang, colloqualism, dilect, etc, as well as different purposes.
Proficient

The student can select appropriate language for the essay (avoiding slang, etc.)
Advanced

The student can accurately select the right language for his/her purpose (identifying and avoiding cliches), and can alter that language for different purposes.
Sentence Fluency

Using transitional phrases that clearly show how ideas connect
emerging

The student cannot, even with help, identify transitions or articulate why they are needed.
partially proficient

The student can identify transitions and why they are needed.
Proficient

The student can use natural transitions in his or her writing.
Advanced

The student can use thematic or metaphoric transitions.




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