6 - Self-Initiating 5 4 - Mostly Independent 3 2 - Needs Teacher Support 1
• Explicit memorable words make • Functional language makes message • Words create no clear message
message clear reasonably clear • Words are misused or not meaningful
• Writer knows the language of the • Writer familiar with language of content • Writer consistently chooses words or
content area-uses it with skill and ease area uses most terms correctly phrases that do not speak to the reader
• Powerful verbs give writing energy • Occasional strong verbs or just right
• Text free of wordiness, jargon, tired phrases
phrases, vague language • Wordiness, jargon, and vague language a
•Varies Word Choice problem
• Relevant, quality details give the • Clear, focused, explicit thesis • Random thoughts combined with popular
reader important information that goes • Writer pulls info from multiple sources belief
beyond the obvious or predictable • Accurate, relevant, helpful support gives • Reader can vaguely understand an emerging
weight to main idea thesis
• Evidence/Support not helpful
• Ideas are foggy (no land in sight)
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•An inviting introduction draws the • The paper has a recognizable introduction • No real lead to set up what follows, no real
reader in. A satisfying conclusion leaves and conclusion. The intro may not create a conclusion to wrap things up
the reader with a sense of closure. strong sense of anticipation; the conclusion • Paragraphing is attempted but may run
• Paragraphs are constructed in a way may not tie up all loose ends. together or begin in the wrong place.
that underscores and enhances the • Paragraphing is sound and reinforces the • Ideas overlap in multiple paragraphs
meaning, length may vary. organizational structure. • Transitions missing, puzzling, or not
• Transitions clarify significant • Transitions provide important connections attempted
connections between and within between paragraphs
paragraph, give the piece cohesiveness.
• Sentences are constructed in a way • Sentences are clear, direct and to the • Even if this piece were flawlessly edited,
that underscores and enhances the point the sentences would not hang together, a
meaning • Varied length and structure add interest massive jumble of language.
• Sentences vary in length as well as • Dialogue, if present, sounds natural • Many sentences begin the same way and
structure may have the same patterns
•Fragments, if used, add style • Confusing structure, demands re-reading
• You can read it if you are patient (and
• Punctuation is accurate, even creative • Punctuation is accurate • Spelling errors are frequent even in
and guides the reader through the text, • Thorough understanding and consistent common words
enhances meaning application of capitalization skills • Capitalization is random and only the
• Applies taught spelling patterns and uses easiest of instances show awareness of
appropriate resources to correctly spell correct use
• Piece begs to be read • Reader can sense the writer’s effort • Voice just missing
• Confident tone reflects knowledge, • Writer speaks to readers, and then • No voice or voice decidedly inappropriate.
inspires the reader’s trust. retreats behind lists or facts. • The writer is not present in this writing.
• Passionate, vibrant, electric, compelling • Confidence appears in spurts, reflects • Writer does not know or like the topic –
• As individual as fingerprints variable knowledge of subject. writing just to get it done
• Enthusiastic moments encourage readers
to hang on.