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CATEGORY |
4 - Above Standards |
3 - Meets Standards |
2 - Approaching Standards |
1 - Below Standards |
Score |
Audience |
Demonstrates a clear understanding of the potential
reader and uses appropriate vocabulary and arguments. Anticipates reader's
questions and provides thorough answers appropriate for that audience.
|
Demonstrates a general understanding of the potential
reader and uses vocabulary and arguments appropriate for that audience.
|
Demonstrates some understanding of the potential
reader and uses arguments appropriate for that audience. |
It is not clear who the author is writing for.
|
|
Focus or Thesis Statement |
The thesis statement names the topic of the essay and
outlines the main points to be discussed. |
The thesis statement names the topic of the essay.
|
The thesis statement outlines some or all of the main
points to be discussed but does not name the topic. |
The thesis statement does not name the topic AND does
not preview what will be discussed. |
|
Support for Position |
Includes 3 or more pieces of evidence (facts,
statistics, examples, real-life experiences) that support the position
statement. The writer anticipates the reader's concerns, biases or
arguments and has provided at least 1 counter-argument. |
Includes 3 or more pieces of evidence (facts,
statistics, examples, real-life experiences) that support the position
statement. |
Includes 2 pieces of evidence (facts, statistics,
examples, real-life experiences) that support the position statement.
|
Includes 1 or fewer pieces of evidence (facts,
statistics, examples, real-life experiences). |
|
Evidence and Examples |
All of the evidence and examples are specific,
relevant and explanations are given that show how each piece of evidence
supports the author's position. |
Most of the evidence and examples are specific,
relevant and explanations are given that show how each piece of evidence
supports the author's position. |
At least one of the pieces of evidence and examples is
relevant and has an explanation that shows how that piece of evidence
supports the author's position. |
Evidence and examples are NOT relevant AND/OR are not
explained. |
|
Accuracy |
All supportive facts and statistics are reported
accurately. |
Almost all supportive facts and statistics are
reported accurately. |
Most supportive facts and statistics are reported
accurately. |
Most supportive facts and statistics were inaccurately
reported. |
|
Sequencing |
Arguments and support are provided in a logical order
that makes it easy and interesting to follow the author's train of
thought. |
Arguments and support are provided in a fairly logical
order that makes it reasonably easy to follow the author's train of
thought. |
A few of the support details or arguments are not in
an expected or logical order, distracting the reader and making the essay
seem a little confusing. |
Many of the support details or arguments are not in an
expected or logical order, distracting the reader and making the essay
seem very confusing. |
|
Transitions |
A variety of thoughtful transitions are used. They
clearly show how ideas are connected |
Transitions show how ideas are connected, but there is
little variety |
Some transitions work well, but some connections
between ideas are fuzzy. |
The transitions between ideas are unclear OR
nonexistant. |
|
Closing paragraph |
The conclusion is strong and leaves the reader solidly
understanding the writer's position. Effective restatement of the position
statement begins the closing paragraph. |
The conclusion is recognizable. The author's position
is restated within the first two sentences of the closing paragraph.
|
The author's position is restated within the closing
paragraph, but not near the beginning. |
There is no conclusion - the paper just ends.
|
|
Sentence Structure |
All sentences are well-constructed with varied
structure. |
Most sentences are well-constructed and there is some
varied sentence structure in the essay. |
Most sentences are well constructed, but there is no
variation is structure. |
Most sentences are not well-constructed or varied.
|
|
Grammar & Spelling |
Author makes no errors in grammar or spelling that
distract the reader from the content. |
Author makes 1-2 errors in grammar or spelling that
distract the reader from the content. |
Author makes 3-4 errors in grammar or spelling that
distract the reader from the content. |
Author makes more than 4 errors in grammar or spelling
that distract the reader from the content. |
|
Capitalization & Punctuation |
Author makes no errors in capitalization or
punctuation, so the essay is exceptionally easy to read. |
Author makes 1-2 errors in capitalization or
punctuation, but the essay is still easy to read. |
Author makes a few errors in capitalization and/or
punctuation that catch the reader's attention and interrupt the flow.
|
Author makes several errors in capitalization and/or
punctuation that catch the reader's attention and interrupt the flow.
|
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