NAME:
______________________________________________ ASSIGNMENT: _____________________________________________
|
Area
of Assessment |
Exceeds
Expectations |
Meets
Expectations |
Does Not Meet Expectations
|
|
Focus
and Support: the main focus of the piece, together with
the documented support and elaboration that establishes the purpose |
·
clear, focused, purposeful, fully developed ·
creates a vivid impression ·
thoughts are original and clearly expressed ·
focus goes beyond common knowledge ·
carefully selected examples and details illustrate the focus and
bring the topic to life (no unanswered questions) ·
focus is appropriate for assignment ·
citations are done effectively and accurately according to
assignment |
·
begins to define a focus but more details and examples needed to
provide depth and clarity ·
too much information—needs to be selective ·
occasional leaps in logic or small tangents ·
citations or summary dominate the writing at times (need more focus
on author’s original thoughts) ·
some quotes/citations need context and development |
·
loosely focused, still needs clarification of the topic ·
insufficient amount of writing ·
development is absent; details are insufficient and/or irrelevant ·
focus is inappropriate for assignment ·
lacks logic ·
quotes/citations lack explanation/context |
|
Organization: the
internal structure of the piece |
·
the order, presentation, or internal structure is compelling,
purposeful, and cohesive ·
exhibits logical progression ·
connects ideas through effective transitions and details guide the
reading clearly ·
interesting introduction draws attention to focus ·
appropriate conclusion reiterates focus and provokes thought |
·
the organizational structure is evident ·
inconsistent use of transitions ·
the introduction and conclusion are recognizable and functional ·
structure may be so dominant that it overshadows ideas and may also
sound formulaic (first, second, third, in conclusion) ·
occasional tangents |
·
ideas, details, or events are loosely connected – or even unrelated ·
lacks logical progression; difficult to follow ·
missing or unclear transitions ·
lacking effective introduction ·
lacking effective conclusion |
|
Voice: the presence of the writer on the page and
an awareness of the audience (tone, commitment) |
·
writer’s presence is felt through convincing sincerity ·
the tone is appropriate for the purpose and audience (good “fit”) ·
the writer’s energy and passion for the subject “speaks” to the
reader in a way that is engaging and compelling |
·
the writer communicates with the reader on a functional, if
somewhat distant, level ·
certain aspects stand out to the reader, but the writer seems a bit
reluctant ·
the reader must work to remain engaged – writing reads ordinarily ·
too formal, too aloof, or too personal |
·
the writer seems distanced from or indifferent to topic, audience,
or both; as a result, the writing is dry and lifeless ·
no real attempt to be aware of audience through tone ·
writing sounds mechanical |
|
Area
of Assessment |
Exceeds
Expectations |
Meets
Expectations |
Does Not Meet Expectations
|
|
Word
choice:
precision in the use of words; choosing words to convey the intended message
in a thoughtful manner |
·
precise, vivid and natural language creates clear, appropriate
moods and images ·
phrasing is original; clichés are absent ·
striking words or phrases are purposeful and thoughtful—language is
not overdone or artificial ·
the vocabulary is appropriate for the subject and the audience |
·
the language communicates in a routine manner ·
energetic verbs or memorable phrases occasionally stand out ·
the vocabulary is mostly appropriate for the subject and the audience ·
language is somewhat overdone or artificial ·
some questionable word choices |
·
either over-writes or struggles with a limited vocabulary ·
vague words and phrases convey only general messages ·
redundancy of words and phrases--clichés ·
the language impairs clarity rather than enhances it ·
words are used incorrectly |
|
Sentence
fluency: the
construction of sentences, enhancing a sense of rhythm and flow |
·
a natural flow and rhythm combine with sentence variation to create
an artful structure ·
sentences vary in both structure and length, yet have a linking
continuity ·
fragments, if used, add to the style ·
text can be read effortlessly and without confusion |
·
sentences flow with a more mechanical structure ·
some variation in length enhances fluency ·
some purposeful sentence beginnings help the reader make
sentence-to-sentence connections ·
a bit more effort is required to read the piece ·
occasional awkward sentences |
·
repetitive sentence patterns grow monotonous ·
sentences are awkwardly constructed, causing confusion ·
text is laborious to read ·
no varied sentence beginnings ·
wordiness is a problem ·
choppiness is a problem |
|
Conventions: a
polished piece; free of mechanical and grammatical errors |
·
the writer has excellent control over a wide range of standard writing
conventions and uses them with creativity and style ·
piece is essentially free of mechanical and grammatical errors ·
clean, edited, and polished ·
there is nothing to distract or confuse a reader |
·
the writer shows reasonable control over the most widely used
writing conventions and uses them with fair consistency ·
moderate editing is needed ·
there are enough errors to disrupt the writing somewhat; however,
errors do not obscure meaning ·
it is easy enough for an experienced reader to get through the text
without stumbling, but the writing clearly needs polishing |
·
the writer shows limited control even over widely used writing
conventions ·
errors are frequent and/or serious as to be distracting (errors
overshadow content) ·
errors in spelling, punctuation, or grammar cause confusion ·
extensive editing needed |
ADDITIONAL COMMENTS: OVERALL GRADE: