| |
Developing |
Approaching
Level |
At
Level |
Above
Level |
| Organization
(Focus &
Development)
/50 |
| • |
Topic sentences is unclear |
| • |
Conclusion is weak / missing |
| • |
Insufficient supporting details |
| • |
Beginning, middle, end are not well organized |
|
| • |
Topic sentences is evident |
| • |
Conclusion is evident |
| • |
Some supporting details |
| • |
Organized beginning, middle, end with simple transitions |
|
| • |
Topic sentences is clear |
| • |
Conclusion is clear |
| • |
Supporting details are sufficient, effective and relevant |
| • |
Clear beginning, middle, & end with good transitions |
|
| • |
Topic sentences is more complex |
| • |
Conclusion is clear & effective |
| • |
Supporting details are skillfully chosen for effect |
| • |
Well linked beginning, middle & end with effective transitions |
|
Style
(Voice,
Vocabulary, Sentence Variety)
/30 |
| • |
Voice is inappropriate |
| • |
Simple or inappropriate vocabulary |
| • |
Little or no variety in sentence type or structure |
|
| • |
Voice is unclear or inconsistent |
| • |
Limited vocabulary |
| • |
Uses a few different sentence types or structures |
|
| • |
Voice is clear & consistent |
| • |
Uses vocabulary correctly and effectively |
| • |
Uses some variety in sentence types or structures |
|
| • |
Voice is used to reinforce purpose and connect with the reader. |
| • |
Uses a wide variety of sentence types or structures |
|
Grammar
& Mechanics
/20 |
| • |
Many errors in spelling, punctuation, verb tenses subject-verb
agreement, pronoun usage, and sentence structure that create
confusion in meaning and weaken the overall impression. |
|
| • |
Several errors in spelling, punctuation, verb tenses, subject-verb agreement, pronoun usage, and sentence structure that have some impact on the clarity of meaning & overall impression |
|
| • |
A few errors in spelling, punctuation, verb tenses, subject-verb agreement, pronoun usage, and sentence structure, but they do not affect the clarity of meaning. |
|
| • |
Practically no errors in spelling, punctuation, verb tenses, subject-verb agreement, pronoun usage, and sentence structure |
|