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					                                                            DCSS 5th Grade Rubric for Scoring Essays
Domains                                              5                                4                             3                            2                                  1
                                             Full Command                   Consistent Control             Sufficient Control              Minimal Control                   Lack of Control
Ideas (x 2)                              Controlling idea fully           Well developed               Controlling idea
   Supporting Ideas                      developed                         controlling idea              addresses task                 Controlling idea minimal        May announce topic but
   Depth of development                 Consistent focus on topic,        addresses assigned task      Generally consistent           Limited focus                    no controlling idea
   Sense of Completeness                 genre and purpose                Consistent focus on           focus                          Support undeveloped             Little or no focus
   Controlling Ideas/Focus               Supporting ideas/details         topic, genre and             Most support is relevant       Little or partial               Unclear support
   Relevance of detail                     are related to the topic,       purpose                       to topic and genre              development of ideas            Lacks development
   Awareness of Genre                        genre and audience           Support is relevant to       Partially well-developed       No sense of                     Majority of details are
                                         Contains specific examples        topic and genre              Sufficiently addresses          completeness                     irrelevant
                                         Fully addresses reader’s         Contains specific             topics and some reader         Some points/details          
                                          concerns                          examples and details          concerns                        irrelevant or                 (May be too brief to score)
                                                                                                                                          inappropriate


Organization (x 1)                       Overall plan strong              Appropriate to purpose/      Somewhat appropriate           Formulaic or                    No organizing strategy
   Overall Plan                         Intro/Body/Conclusion and         genre                        Generally clear                 inappropriate to genre          Little or no evidence of
   Sequence of Ideas                     Sequence of ideas strong         Logical sequencing            sequence of ideas              Minimal evidence of              sequencing
   Genre-Specific Strategies            Introduction engages             Introduction sets stage      Has intro and conclusion        sequencing                      No intro and/or
   Intro/Body/Conclusion                Conclusion provides              Conclusion ends               that do not repeat             Lack of or ineffective           conclusion
   Grouping of idea                      closure                          Related ideas grouped        Some transitions                intro and/or conclusion         No meaningful order of
   Transitions                          Logical grouping of ideas        Varied transitions                                           Unrelated ideas grouped          ideas
                                          across and within ¶’s                                                                          Transitions are                 Inappropriate or no
                                         Effective and varied                                                                            formulaic, repetitive,           transitions
                                          transitions                                                                                     ineffective, overused        (May be too brief to score)
Style ( x 1)                             Phrasing clear and precise       Language and tone that       Language and tone are          Uneven language and             Language and tone are
    Word Choice                         Word choice precise and           enhance purpose               appropriate                     tone                             flat or inappropriate to
    Audience Awareness                   engaging                         Word choice precise          Word choice logical and        Word choice simple,              purpose
    Voice                               Audience awareness clear         Audience awareness            clear                           ordinary, repetitive            Word choice imprecise,
    Sentence Variety                    Authoritative or evocative       Distinctive voice            Awareness of audience          Awareness of audience            incorrect or confusing
    Tone                                 voice                             Variety in sentence         Clarity of writer’s voice      Indistinct voice                Awareness of audience
                                         Variety an control                structure and length         Some variety in                Little variety in sentence      No sentence variety
                                          throughout of sentence                                          sentence length and             structure and length.
                                          structure, length,                                              structure evident                                            (May be too brief to score)
                                          beginnings

Conventions ( x 1)                     Correct use of all sentence        Consistent evidence of       Some use of varied             Little or no sentence           Frequent fragments and
     Sentence Formation                types and punc.; clarity of         all sentence types and        sentence types; some            variety; most sentences          run-ons; -end
Correctness       complexity            meaning; variety of                 punc.; clarity of             fragments and run-ons;          simple; frequent                 punctuation lacking
clarity of meaning end                  coordination and sub-               meaning; coordination         sentence meaning                fragments or run-ons;           frequent and severe
punctuation                             ordination                          and subordination             generally clear                 end punctuation                  errors in usage and
     Usage                            s/v agreement; word forms;         most elements of usage       Mixture of correct and          incorrect or lacking             mechanics
subject-verb agreement;                 verb tense; pronoun/                correct                       incorrect usage and            Frequent errors in usage        errors interfere with or
standard word forms; verb               antecedent agreement               most elements of              mechanics                       and mechanics                    obscure meaning
tenses                                  correct                             mechanics correct            A few errors may               Errors interfere with        
     Mechanics                        all elements of mechanics;         errors don’t interfere        interfere with meaning          meaning                      (May be too brief to score)
internal punctuation; spelling;   infrequent, if any errors                 with meaning
paragraph breaks;                                                       May include functional        May include functional
capitalization                    May include functional                fragments.                    fragments.
                                  fragments.

				
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