CATEGORY

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Points

Focus

The student develops a clear and consistent topic focus throughout. All details, reasons, examples, evidence, anecdotes, events, descriptions, etc. support the central topic.

The student develops a clear and consistent topic focus. Most, but not all details, reasons, examples, evidence, anecdotes, events, descriptions, etc. support the central topic.

The student develops a clear topic focus. Contains ideas that somewhat support the central topic.

The student fails to develop a clear topic focus. There are limited details, or the details do not support the topic.

 

Organization

Ideas are presented in a appropriate order (chronological, sequential, spatial, etc.) Transitions are smooth and logical, not formulaic. The conclusion ties the main idea and details together without restating opening.

There is an adequate beginning. There is a smooth and logical flow of ideas. Transitions are predictable, but purposeful. There is an adequate ending.

The beginning loosely relates to the central topic. Ideas that pertain to the topic may not be connected to each other. There is a mechanical arrangement of events. There are a few transitions or transitions are formulaic.

The beginning has little direction. Ideas are strung together with no order. Few or no transitions. The ending is unconnected to the beginning or supporting details.

 

Perspective

The perspective is clear and consistent as evidenced by an identifiable voice, tone, and style that is appropriate for the audience.

The perspective is clear with some evidence of voice, tone, and style that is appropriate for the audience.

Attempts to demonstrate a perspective. There is little evidence of voice, tone, or style that is appropriate for the audience.

There is little or no perspective with no evidence of voice, tone, or syle.

 

Structure

There is a variety of sentence structures and lengths present in the presentation of ideas.

Includes some sentences that have different structure and are of different lengths.

There is some variation in sentence structure and length, but most sentences are simple, rambling, or repetitive.

Includes some sentences with structural and word placement problems that result in confusion or unnatural phrasing. Sentences follow a simple pattern.

 

Sensory Details

The writing contains powerful, precise language that assist in the development of ideas.

The writing contains some language that is precise, vivid, and appropriate.

The writing contains words that are simple or general but appropriate to the task.

The writing contains vague or incorrect language. Words and expressions are redundant, vague, or incorrect.

 

Mechanics

There are no more than three (age-appropriate) errors in spelling, usage, punctuation, and capitalization, that are correct to the extent that errors do not detract from the overall delivery and require minimal editing or appear as the obvious consequence of risk taking.

Contains occasional errors in spelling, usage, punctuation, and capitalization that do detract from the overall delivery. Requires minor editing.

Contains errors that indicate limited control over age-appropriate standard writing conventions in spelling, usage, punctuation, and capitalization. Errors detract fromthe overall meaning and moderate editing is required.

Contains many errors that may indicate a struggle with control over standard writing conventions in spelling, usage, punctuation, and capitalization. Errors detract from overall delivery, sometime impeding understanding.