Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

CATEGORY

Excellent (A+) 5.75-6

Very Good (A)5.25-5.5

Good Work (B)4.5-5

Above Av.(C+) 4-4.25

(C- to C) 3-3.75

Not meeting 0- 2.75

Depth of Discussion

Discussion is not only thorough, but details move into areas such as analysis, prediction, and connection beyond the text. Significantly exceeds expectations.

Discussion is moving toward "Excellent"; several details are moving into areas such as analysis, prediction, & connection beyond the text. Exceeds expectations.

While discussion is not as thorough as those at higher levels, evidence of some movement towards (and examples of) deeper levels of discussion.

Qualities of thorough discussion are emerging. Though depth is perhaps lacking, student does touch on and attempt deeper level of discussion.

Qualities of thorough discussion are emerging, but weak. Though depth is lacking (perhaps due to too much summary), student does attempt to suggest significance of example used.

Qualities of thorough discussion are not met. Student replaces depth of discussion with summary. Student does not appear to understand purpose of the task.

Connection to others' discussion ideas.

Student always connects his/her discussion entry to that of another student providing, expansion, commentary, alternate opinion, etc, and integrates connections to analysis.

Student always connects his/her discussion entry to that of another student providing, expansion, commentary, alternate opinion, etc.

Usually student works to connect his/her discussion entry to that of another student and provides expansion, commentary, alternate opinion, etc on at in at least 2 entries.

Student works to connect his/her discussion entry to that of another student and provides expansion, commentary, alternate opinion, etc on at in at least 1 entry.

Although student sets up discussion to connect his/her entry to that of another student, in at least 1 entry, expansion, commentary, alternate opinion, etc. are not really achieved.

Student does not attempt to connect his/her discussion expansion, commentary, alternate opinion, etc. This aspect of discussion in ignored.

Frequency of posts.

Makes more than two posts a week for each of the three weeks.

Makes two posts a week for each of the three weeks.

Makes one post a week for three weeks.

Makes one post a week for two of the three weeks.

Makes one post a week for one of the three weeks.

Does not make any posts.

Length of posts (meaningful)

Writes posts of between 150 and 200 words.

Writes posts of approximately 150 words.

Writes post of at least 100 words.

Writes post of fewer than 100 words.

Writes post of approximately 75 words.

Writes posts of approximately 50 words or fewer.

Diction (word choice) and Syntax (putting words together)

Always uses language that is appropriate to the task of academic response and analysis. Does not use slang or profanity. Uses language purposefully to create a desired effect. Audience.

Usually uses language that is appropriate to the task of academic response and analysis. Does not use slang or profanity. Uses language purposefully to create a desired effect. Aware of audience.

Frequently language that is appropriate to the task of academic response and analysis. Does not use slang or profanity. Uses language purposefully to create a desired effect. Aware of audience.

Attempts to use language that is appropriate to the task of academic response and analysis. May use slang or profanity. Purposefully tries to use language to create a desired effect.

Uses language that is inappropriate to the task of academic response and analysis. May use slang or profanity. Seems unaware of the audience and purpose of task.

Uses language that is inappropriate to the task of academic response and analysis. Has no awareness of audience or purpose of task.

Citing from the text/novel

Always provides textual support for ideas. When citing direct quotes and paraphrasing, cites using MLA format taught.

Always provides textual support for ideas. When citing direct quotes and paraphrasing, uses page numbers only.

Usually provides textual support for ideas. When citing direct quotes and paraphrasing, usually uses page numbers.

Occasionally provides textual support for ideas. When citing direct quotes and paraphrasing does not provide page numbers.

Does not usually provide textual support for ideas. Does not cite sources, not even by page number.

Does not provide textual support for ideas or citation of any sort.