|
|
|
|
|
|
|
|
All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.
|
All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.
|
Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.
|
Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.
|
|
|
Columns are neatly typed in the "justified" type style. There are adequate and consistent "gutters" between all columns and articles. A glance at the newpaper makes you think "professional."
|
Columns are neatly typed. There are adequate and consistent "gutters" between all columns and articles. A glance at the newpaper makes you think " fairly professional."
|
Columns are typed. There are adequate "gutters" between most columns and articles. It is easy to read, but looks somewhat nonprofessional.
|
Columns are not neatly typed and/or "gutters" are not adequate, so newspaper is somewhat difficult to read.
|
|
|
The name of the newspaper is centered and is in a font that makes it stand out from other content. The date and edition of the newspaper appear below the name in a smaller font.
|
The name of the newspaper is in a font that makes it stand out from other content. The date and edition of the newspaper appear below the name in a smaller font.
|
The name of the newspaper is in a font that makes it stand out from other content. Either the date or the edition number of the newspaper appears below the name in a smaller font.
|
The name of the newspaper does not stand out OR both the name and edition of the newspaper are missing on one or more pages.
|
|
|
Each person in the group has contributed at least two articles and one graphic without prompting from teachers or peers.
|
Each person in the group has contributed at least one article and one graphic with a few reminders from peers.
|
Each person in the group has contributed at least one article with some minimal assistance from peers.
|
One or more students in the group required quite a lot of assistance from peers before contributing one article.
|
|
|
All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
|
All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
|
Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
|
Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.
|
|
|
No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
|
No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
|
No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
|
Several spelling or grammar errors remain in the final copy of the newspaper.
|
|
|
90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
|
85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
|
75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
|
Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
|
|
|
The details in the articles are clear, effective, and vivid 80-100% of the time.
|
The details in the articles are clear and pertinent 90-100% of the time.
|
The details in the articles are clear and pertinent 75-89% of the time.
|
The details in more than 25% of the articles are neither clear nor pertinent.
|
|
|
Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.
|
Graphics are in focus and are clearly related to the articles they accompany.
|
80-100% of the graphics are clearly related to the articles they accompany.
|
More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
|
|
|
All articles adequately address the 5 W's (who, what, when, where and how).
|
90-99% of the articles adequately address the 5 W's (who, what, when, where and how).
|
75-89% of the articles adequately address the 5 W's (who, what, when, where and how).
|
Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how).
|
|
|
The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.
|
The articles contain facts, figures, and/or word choices that make the articles interesting to readers.
|
The article contains some facts or figures but is marginally interesting to read.
|
The article does not contain facts or figures that might make it interesting to read.
|
|
|
The information was accurate and there was a clear reason for including the editorial in the newspaper.
|
The information was accurate and there was a fairly good reason for including the editorial in the newspaper.
|
The information was occasionally inaccurate or misleading, but there was a clear reason for including the editorial in the newspaper.
|
The information was typically inaccurate, misleading or libelous.
|
|
|
Reading of primary source material was thorough.
|
Reading of primary source material was fairly thorough.
|
Reading of primary source material was incomplete.
|
Reading of primary source material was not done.
|
