iRubric: Genocide Research Paper- Eng 6/7 rubric

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Genocide Research Paper- Eng 6/7

This rubric is based off of the ISAT rubric for 8th grade expository papers. www.isbe.net/assessment/pdfs/Grade_8_Narrative_Rubric.pdf

Rubric Code: PX52WC

By rfdeiorio

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 6-8

Genocide Research Paper
	A (N/A)	B (N/A)	C (N/A)	D (N/A)
Focus	A Effective opening (may or may not include preview) which displays some sophistication through the use of anecdotes, quotes, definitions, personal appeals or other strategies; Thesis is clear and contains a "so-what" statement; Clearly maintains logic. Effective closing - unifies	B Sets purpose through effective thematic intro, a specific preview, or may attempt more sophisticated strategy; thesis statement is mostly clear. Clearly maintains logic Effective closing – more than a simple restatement of intro.	C Subject/position is identified by a general opening or specific preview – no attention-getter. If previewed, develops only previewed points. Thesis statement is somewhat clear. Maintains logic/position throughout. Clear closing – may be simple restatement of intro.	D Subject/position identified by at least a brief, general opening or is established somewhere. If previewed, develops more or fewer points. Minor focus drift through repetition. Thesis statement is unclear. May lack closing. May lack sufficiency.
Support	A All major points developed by specific detail. Most key points developed evenly. Who, what, when, where, and why information is covered in depth. Multiple strategies: explain, example, evidence. Word choice enhances specificity. Used at least four outside sources (only 2 from online)	B All major points developed by specific detail. Some support developed through multiple strategies. Who, what, when, where, and why information is mostly covered. Word choice enhances specificity. Used at least four outside sources (only 2 from online).	C Most main points are developed by specific detail. All key points supported but not necessarily evenly or in depth. Who, what, when, where, why information is somewhat covered. Word choice may enhance specificity. Used at least 3 outside sources or used more than 2 online sources among the 4 required.	D Some major points are developed by specific detail (second-order ideas beyond major point – some support may be general Some support of key points may lack depth. Lacks sufficiency. Used less than 3 outside sources or more than 3 online sources among the 4 required.
Organization	A Structure is clear and appropriate to purpose. All points appropriately paragraphed. Coherence & cohesion demonstrated with effective & varied transitions. (parallel structure, pronouns, repetition) Varied sentence structure & word choice produces cohesion.	B Structure is clear & appropriate. Most major points appropriately paragraphed. Coherence and cohesion demonstrated by appropriate transitions (parallel structure, pronouns, repetition). Most points logically represented & interrelated. Some varied sentence structure produces cohesion.	C Structure is evident. Most major points appropriately paragraphed. Coherence and cohesion demonstrated with appropriate transitions or devices. May have minor digressions. Most points logically presented and organized.	D Structure is noticeable. Some appropriate paragraphing. May have a minor digression. May have inappropriate transitions that disrupt the progression of ideas. Lacks sufficiency.
Integration	A Fully developed for grade level. Clear and purposeful focus; in- depth , balanced support; lines of reasoning identified and developed coherently and cohesively.	B Developed for grade level. All features are not equally developed but not well developed throughout the paper.	C Bare bones-developed paper Simple, clear, presents nothing more than the essentials. Limited depth.	D Partially developed. Some (or one) of the features are not sufficiently formed, but all are present. Inference is usually required.
Conventions	A Mastery of sentence construction; no run-ons or fragments; mastery of subject/verb agreement; correct use of pronouns/ mastery of common punctuation/capitalization/ few minor and very few major errors in proportion to amount written.	B Mostly correct sentence construction; Few run-ons or fragments; few mistakes in subject/verb agreement; mostly correct use of pronouns/common punctuation/capitalization/ few minor and few major errors in proportion to amount written.	C Sentence construction has some errors; some run-ons or fragments; some problems with subject/verb agreement; some incorrect use of pronouns/common punctuation/capitalization/ some minor and some major errors in proportion to amount written.	D Major errors: incorrect subject/verb agreement; run-ons; fragments; confusing tense shifts; incorrect pronoun reference; omission of initial capitals; lack of incorrect ending punctuation; misspelled common words; missing or misplaced apostrophes; common proper nouns not capitalized.
Preparation	A Always used class time wisely and stayed on task; worked on all steps of the writing process; made significant necessary changes between drafts.	B Usually used class time wisely and stayed on task; worked on all the steps of the writing process; made some changes necessary between drafts.	C Sometimes used class time wisely and sometimes stayed on task; worked on some of the steps of the writing process; made very few changes necessary between drafts.	D Rarely used class time wisely and often got off task or distracted other students; worked on very few steps of the writing process; made very few changes between drafts.
Documentation	A Works cited is accurate and complete. In-text documentation is present when necessary and sources are documented accurately.	B Works cited is mostly accurate and complete. In-text documentation is usually present when necessary and sources are documented accurately.	C Works cited is somewhat accurate and complete. In-text documentation is usually present when necessary and sources are documented accurately.	D Works cited has many errors in accuracy and completion. In-text documentation is sometimes present when necessary and sources are sometimes documented accurately.

Subjects:

English

Types:

Writing

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