Rubric Made Using:
RubiStar
( http://rubistar.4teachers.org )
|
|
CATEGORY
|
4 - Above Standards 5-6
|
3 - Meets Standards 4
|
2 - Approaching Standards 3-2
|
1 - Below Standards 1
|
Score
|
Focus or Thesis Statement
|
The thesis statement names the topic of the essay and outlines the main points to be discussed.
|
The thesis statement names the topic of the essay.
|
The thesis statement outlines some or all of the main points to be discussed but does not name the topic.
|
The thesis statement does not name the topic AND does not preview what will be discussed.
|
|
Attention Grabber
|
The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.
|
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.
|
The author has an interesting introductory paragraph but the connection to the topic is not clear.
|
The introductory paragraph is not interesting AND is not relevant to the topic.
|
|
Sentence Structure
|
All sentences are well-constructed with varied structure.
|
Most sentences are well-constructed and there is some varied sentence structure in the essay.
|
Most sentences are well constructed, but there is no variation is structure.
|
Most sentences are not well-constructed or varied.
|
|
Grammar & Spelling
|
Author makes no errors in grammar or spelling that distract the reader from the content.
|
Author makes some errors in grammar or spelling that distract the reader from the content.
|
Author makes errors in grammar or spelling that distract the reader from the content.
|
Author makes very many errors in grammar or spelling that distract the reader from the content.
|
|
Sequencing
|
Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.
|
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.
|
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
|
Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.
|
|
Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC |