|
FRANKLIN
HIGH SCHOOL GENERAL COMPOSITION RUBRIC
|
DISTINGUISHED
|
PROFICIENT
|
|
·
Establishes a purpose with clear, focused
thesis
·
Depth of development evidenced through
strong use of research-based support, analysis, reflection and insight
·
Careful and/or subtle organization exists
within paragraphs and paper as a whole
·
Effect of paper is enhanced through the
use of varied sentence structures (compound, compound-complex, etc.)
·
Precise, rich, and appropriate language is
evidenced
·
Mastery of spelling, punctuation, and
capitalization
|
·
Establishes a purpose with clear, focused
thesis
·
Depth of development evidenced through use
of research-based support, analysis, reflection, and insight
·
Logical, coherent organization exists
within paragraphs and paper as a whole
·
Effect of paper is satisfied through
controlled and varied sentence structures
·
Acceptable, appropriate language is
evidenced
·
Few errors in spelling, punctuation, and
capitalization do not impede readability of paper
|
|
APPRENTICE
|
NOVICE
|
|
·
Contains a thesis statement that is
somewhat developed
·
Depth of development not clearly evidenced
through support-based research
·
Lapses in organization and/or coherence
within paragraphs and paper as a whole
·
Simplistic and/or awkward sentence structures
·
Simplistic and/or imprecise language used
·
Several errors in spelling, punctuation,
and capitalization somewhat impede the readability of the paper
|
·
Lack of thesis or thesis unidentifiable
·
Depth of development minimal
·
Random and/or weak organization
·
Effect of paper is somewhat detracted by
incorrect, ineffective, and/or incomplete sentence structure
·
Incorrect and/or ineffective language is
evidenced
·
Abundant errors in spelling, punctuation,
and capitalization impede the readability of the paper
|
|
CRITERIA
|
PERFORMANCE INDICATORS
|
|
|
|
|
PURPOSE/AUDIENCE
|
The degree to
which the writer provides thoughtful, detailed support to develop main ideas:
--establishes
and maintains a purpose, communicates with the audience, employs a
suitable voice
and/or tone
|
|
IDEA
DEVELOPMENT/
SUPPORT
|
The degree to
which the writer provides thoughtful, detailed support to develop main
idea:
--uses
supported-based research, integrates citations, analyzes citations and/or
excerpts (if
appropriate)
|
|
ORGANIZATION
|
The degree to
which the writer demonstrates:
--topic
sentences, logical order, coherence, unity, transitions/organizational
signals
|
|
SENTENCES
|
The degree to
which the writer includes sentences that are:
--varied in
structure, length, and presentation; grammatically complete and correct
|
|
LANGUAGE
|
The degree to
which the writer exhibits correct and effective:
--word choice,
usage
|
|
CORRECTNESS
|
The degree to
which the writer demonstrates correct
--spelling,
punctuation, and capitalization
|
Adapted from the
Kentucky
Writing Assessment
Holistic Scoring Guide
Proficiency
Rating: Distinguished Proficient Apprentice Novice
100
– 90 89 – 80 79 – 70 69 – 0
Point Total: __________ / 100 Comments:
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FRANKLIN
HIGH SCHOOL LITERARY RUBRIC
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DISTINGUISHED
|
PROFICIENT
|
|
·
Mastery of MLA format
·
Establishes a purpose with clear, focused
thesis
·
Depth of development evidenced through
strong use of research-based support, analysis, reflection and insight
·
Careful and/or subtle organization exists
within paragraphs and paper as a whole
·
Effect of paper is enhanced through the
use of varied sentence structures (compound, compound-complex, etc.)
·
Precise, rich, and appropriate language is
evidenced
·
Mastery of spelling, punctuation, and
capitalization
|
·
Mastery of MLA format
·
Establishes a purpose with clear, focused
thesis
·
Depth of development evidenced through use
of research-based support, analysis, reflection, and insight
·
Logical, coherent organization exists
within paragraphs and paper as a whole
·
Effect of paper is satisfied through
controlled and varied sentence structures
·
Acceptable, appropriate language is
evidenced
·
Few errors in spelling, punctuation, and
capitalization do not impede readability of paper
|
|
APPRENTICE
|
NOVICE
|
|
·
Mastery of MLA format
·
Contains a thesis statement that is
somewhat developed
·
Depth of development not clearly evidenced
through support-based research
·
Lapses in organization and/or coherence
within paragraphs and paper as a whole
·
Simplistic and/or awkward sentence
structures
·
Simplistic and/or imprecise language used
·
Several errors in spelling, punctuation,
and capitalization somewhat impede the readability of the paper
|
·
Mastery of MLA format
·
Lack of thesis or thesis unidentifiable
·
Depth of development minimal
·
Random and/or weak organization
·
Effect of paper is somewhat detracted by
incorrect, ineffective, and/or incomplete sentence structure
·
Incorrect and/or ineffective language is
evidenced
·
Abundant errors in spelling, punctuation,
and capitalization impede the readability of the paper
|
|
CRITERIA
|
PERFORMANCE INDICATORS
|
|
MLA FORMAT
|
The degree to
which the writer adheres to proper format regarding:
--margins,
heading and headers, spacing, font, parenthetical citations (crediting
sources), works
cited page; length meets teacher requirements
|
|
PURPOSE/AUDIENCE
|
The degree to
which the writer provides thoughtful, detailed support to develop main ideas:
--establishes
and maintains a purpose, communicates with the audience, employs a
suitable voice
and/or tone
|
|
IDEA
DEVELOPMENT/
SUPPORT
|
The degree to
which the writer provides thoughtful, detailed support to develop main
idea:
--uses
supported-based research, integrates citations, analyzes citations and/or
excerpts ACCURATELY
|
|
ORGANIZATION
|
The degree to which
the writer demonstrates:
--topic
sentences, logical order, coherence, unity, transitions/organizational
signals
|
|
SENTENCES
|
The degree to
which the writer includes sentences that are:
--varied in
structure, length, and presentation; grammatically complete and correct
|
|
LANGUAGE
|
The degree to
which the writer exhibits correct and effective:
--word choice,
usage
|
|
CORRECTNESS
|
The degree to
which the writer demonstrates correct
--spelling,
punctuation, and capitalization
|
Adapted from the
Kentucky
Writing Assessment
Holistic Scoring Guide
Proficiency
Rating: Distinguished Proficient Apprentice Novice
100
– 90 89 – 80 79 – 70 69 – 0
Point Total: __________ / 100 Comments:
|
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|
FRANKLIN
HIGH SCHOOL RUBRIC:
Narrative/Epiphany
|
DISTINGUISHED
|
PROFICIENT
|
|
·
Establishes an epiphany with strong
support
·
Depth of development evidenced through
strong use of concepts of storytelling
·
Careful and/or subtle organization exists
within paragraphs and paper as a whole
·
Effect of paper is enhanced through the
use of varied sentence structures (compound, compound-complex, etc.)
·
Precise, rich, and appropriate language is
evidenced
·
Mastery of spelling, punctuation, and
capitalization
|
·
Establishes an epiphany with strong
support
·
Depth of development evidenced through good
use of concepts of storytelling
·
Logical, coherent organization exists
within paragraphs and paper as a whole
·
Effect of paper is satisfied through
controlled and varied sentence structures
·
Acceptable, appropriate language is
evidenced
·
Few errors in spelling, punctuation, and
capitalization do not impede readability of paper
|
|
APPRENTICE
|
NOVICE
|
|
·
Establishes an epiphany that is somewhat
supported (additional development is necessary)
·
Dpth
of development not clearly evidenced through concepts of storytelling
·
Lapses in organization and/or coherence
within paragraphs and paper as a whole
·
Simplistic and/or awkward sentence
structures
·
Simplistic and/or imprecise language used
·
Several errors in spelling, punctuation,
and capitalization somewhat impede the readability of the paper
|
·
Lacks an epiphany
·
Depth of development minimal
·
Random and/or weak organization
·
Effect of paper is somewhat detracted by
incorrect, ineffective, and/or incomplete sentence structure
·
Incorrect and/or ineffective language is
evidenced
·
Abundant errors in spelling, punctuation,
and capitalization impede the readability of the paper
|
|
CRITERIA
|
PERFORMANCE INDICATORS
|
|
|
|
|
PURPOSE/AUDIENCE
|
The degree to
which the writer provides thoughtful, detailed support to develop an
epiphany:
--establishes strong
setting, characterization, and coherence that result in an effective
narrative; strong epiphany at end of story
|
|
IDEA
DEVELOPMENT/
SUPPORT
|
The degree to
which the writer provides thoughtful, detailed support to develop main
idea:
--strong plot defined by details contribute to the
work as a whole
|
|
ORGANIZATION
|
The degree to
which the writer demonstrates:
--topic
sentences, logical order, coherence, unity, transitions/organizational
signals
|
|
SENTENCES
|
The degree to
which the writer includes sentences that are:
--varied in
structure, length, and presentation; grammatically complete and correct
|
|
LANGUAGE
|
The degree to
which the writer exhibits correct and effective:
use of strong
adjectives, adverbs, and verbs
|
|
CORRECTNESS
|
The degree to
which the writer demonstrates correct
--spelling,
punctuation, and capitalization
|
Adapted from the
Kentucky
Writing Assessment Holistic Scoring
Guide
Proficiency
Rating: Distinguished Proficient Apprentice Novice
100
– 90 89 – 80 79 – 70 69 – 0
Point Total: __________ / 100 Comments:
|
|
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FRANKLIN
HIGH SCHOOL RESEARCH RUBRIC
|
DISTINGUISHED
|
PROFICIENT
|
|
·
Mastery of MLA format
·
Establishes a purpose with clear, focused
thesis
·
Depth of development evidenced through
strong use of research-based support, analysis, reflection and insight
·
Careful and/or subtle organization exists
within paragraphs and paper as a whole
·
Effect of paper is enhanced through the
use of varied sentence structures (compound, compound-complex, etc.)
·
Precise, rich, and appropriate language is
evidenced
·
Mastery of spelling, punctuation, and
capitalization
|
·
Mastery of MLA format
·
Establishes a purpose with clear, focused
thesis
·
Depth of development evidenced through use
of research-based support, analysis, reflection, and insight
·
Logical, coherent organization exists
within paragraphs and paper as a whole
·
Effect of paper is satisfied through
controlled and varied sentence structures
·
Acceptable, appropriate language is
evidenced
·
Few errors in spelling, punctuation, and
capitalization do not impede readability of paper
|
|
APPRENTICE
|
NOVICE
|
|
·
Mastery of MLA format
·
Contains a thesis statement that is
somewhat developed
·
Depth of development not clearly evidenced
through support-based research
·
Lapses in organization and/or coherence
within paragraphs and paper as a whole
·
Simplistic and/or awkward sentence
structures
·
Simplistic and/or imprecise language used
·
Several errors in spelling, punctuation,
and capitalization somewhat impede the readability of the paper
|
·
Mastery of MLA format
·
Lack of thesis or thesis unidentifiable
·
Depth of development minimal
·
Random and/or weak organization
·
Effect of paper is somewhat detracted by
incorrect, ineffective, and/or incomplete sentence structure
·
Incorrect and/or ineffective language is
evidenced
·
Abundant errors in spelling, punctuation,
and capitalization impede the readability of the paper
|
|
CRITERIA
|
PERFORMANCE INDICATORS
|
|
MLA FORMAT
|
The degree to
which the writer adheres to proper format regarding:
--margins,
heading and headers, spacing, font, parenthetical citations (crediting
sources), works cited page; length meets
teacher requirements
|
|
PURPOSE/AUDIENCE
|
The degree to
which the writer provides thoughtful, detailed support to develop main ideas:
--establishes
and maintains a purpose, communicates with the audience, employs a
suitable voice and/or tone
|
|
IDEA
DEVELOPMENT/
SUPPORT
|
The degree to
which the writer provides thoughtful, detailed support to develop main
idea:
--uses
supported-based research, integrates citations, analyzes citations and/or
excerpts (if appropriate)
|
|
ORGANIZATION
|
The degree to
which the writer demonstrates:
--topic
sentences, logical order, coherence, unity, transitions/organizational
signals
|
|
SENTENCES
|
The degree to
which the writer includes sentences that are:
--varied in
structure, length, and presentation; grammatically complete and correct
|
|
LANGUAGE
|
The degree to
which the writer exhibits correct and effective:
--word choice,
usage
|
|
CORRECTNESS
|
The degree to
which the writer demonstrates correct
--spelling,
punctuation, and capitalization
|
Adapted from the
Kentucky Writing Assessment Holistic
Scoring Guide
Proficiency
Rating: Distinguished Proficient Apprentice Novice
100
– 90 89 – 80 79 – 70 69 – 0
Point Total: __________ / 100 Comments:
|
|
Return to
Top |
|
TENNESSEE PERSUASIVE WRITING RUBRIC
|
Tennessee Writing Rubric |
|
A 6 paper is OUTSTANDING. It
demonstrates a high degree of proficiency in response to the
assignment but may have a few minor errors. A+ (96-100)
An essay in this category:
·
is well
organized and coherently developed
·
clearly
explains or illustrates key ideas
·
demonstrates
syntactic variety
·
clearly
displays facility in the use of language
·
is generally
free from errors in mechanics, usage, and sentence structure
|
|
A 5 paper is STRONG. It
demonstrates clear proficiency in response to the assignment
and may have minor errors. A / A- (91 – 95)
An essay in this category:
·
is generally
well organized and coherently developed
·
explains or
illustrates key ideas
·
demonstrates
some syntactic variety
·
displays
facility in the use of language
·
is generally
free from errors in mechanics, usage, and sentence structure
|
|
A 4 paper is COMPETENT. It
demonstrates proficiency in response to the assignment.
An essay in this category: B
(81 – 90)
·
is adequately
organized and developed
·
explains or
illustrates some of the key ideas
·
demonstrates
adequate facility in the use of language
·
may display
some errors in mechanics, usage, or sentence structure
|
|
A 3 paper is LIMITED. It
demonstrates some degree of proficiency in response to the
assignment, but it is clearly flawed. C (72 – 80)
An essay in this category
reveals one or more of the following weaknesses:
·
inadequate
organization or development
·
inadequate
explanation or illustration of key ideas
·
limited or
inappropriate word choice
·
a pattern or
accumulation of errors in mechanics, usage, or sentence
structure |
|
A 2 paper is FLAWED. It
demonstrates limited proficiency in response to the
assignment. D/F (50-71)
An essay in this category
reveals one or more of the following weaknesses:
·
weak
organization or very little development
·
little or no
relevant detail
·
serious errors
in mechanics, usage, sentence structure, or word choice |
|
A 1 paper is DEFICIENT. It
demonstrates fundamental deficiencies in writing skills. F
(0 – 49)
An essay in this category
contains serious and persistent writing errors or is
incoherent or is undeveloped.
SCORE OF 0
A 0 paper is reported
accompanied by one of the following codes to indicate a
paper could not be scored for one of the following reasons:
0-A - Blank or Refusal
0-B - Insufficient to score or Illegible
0-C - Off Topic
0-D - Written predominantly in another language |
|
Comments:
|
|
|
Persuasive Writing Traits Rubric from
Learning Essentials
|
Attribute |
6 |
5 |
4 |
3 |
2 |
1 |
|
Ideas |
The clear reasoning is very convincing
and informative. |
The essay has a clear opinion
statement. Persuasive reasons support the opinion. |
The opinion statement is clear, and
most reasons support the opinion. |
The opinion statement is clear. More
persuasive reasons are needed. |
The opinion statement is unclear.
Persuasive reasons are needed. |
An opinion statement, reasons, and
details are needed. |
|
Organization |
The organization presents a smooth
flow of ideas from beginning to end. |
The beginning contains the opinion
statement. The middle provides clear support. The ending
reinforces the opinion. |
The writing has a clear beginning,
middle, and ending, but one of those parts needs to be
strengthened. |
The writing has a beginning, middle,
and ending, but two of those parts are weak. |
The beginning, middle, and ending run
together. |
The organization is unclear and
confusing. |
|
Voice |
The voice is confident, positive, and
convincing. |
The voice is confident and persuasive. |
The voice is confident, but it needs
to be more persuasive. |
The voice needs to be more confident
and persuasive. |
The voice rambles on and lacks
confidence. |
The voice cannot be heard. |
|
Word Choice |
Precise words create a clear message
to engage and persuade the audience. |
Precise words create a clear message
and fit the purpose. |
Accurate words create a message. More
persuasive words are needed. |
More precise and accurate words are
needed to create a clear message. |
The words do not create a clear
message. |
Word choice has not been considered. |
|
Sentence Fluency |
The sentences flow smoothly, and the
variety of sentences is enjoyable to read. |
Variety is seen in both the types of
sentences and their beginnings. |
Varied sentence beginnings are used.
Sentence variety would make the essay more interesting to
read. |
Varied sentence beginnings are needed.
Sentence variety would make the essay more interesting. |
Most of the sentences begin the same
way. Most sentences are simple. Some compound and complex
sentences are needed. |
Sentence fluency has not been
established. Ideas do not flow smoothly. |
|
Conventions |
The grammar and punctuation are
correct, and all the words are spelled correctly. |
Grammar and punctuation errors are few
and are not distracting. |
Grammar and punctuation errors are
seen in a few sentences and are distracting where they
appear. |
Some errors cause confusion. |
Frequent errors make the essay
difficult to read. |
Nearly every sentence contains errors. |
|
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