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CLARITY: In all
writing, I will state the main idea clearly in a topic
sentence, reinforced by a clear closing sentence.
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Main idea unclear:
no topic or closing sentences or unclear topic and closing
sentences; problems with clarity interfere with student's
communication of his/her thinking
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Main idea unclear:
unclear topic sentence, no closing sentence; problems
with clarity interfere with student's communication
of his/her thinking
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Main idea somewhat
clear: topic and closing sentences make main idea discernible;
problems with clarity tend to camouflage student's thinking
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Main idea clear: topic
and closing sentence make main idea clear
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PRECISION: In all
writing, I will reinforce the main idea with precise,
specific, on-topic supporting statements.
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Writing imprecise:
supporting statements are off topic, ramble, are vague,
or are otherwise not supportive of the main idea; problems
with precision interfere with student's communication
of his/her thinking
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Writing imprecise:
supporting statements tend to go off topic, are vague,
or are otherwise not supportive of the main idea; problems
with precision interfere with student's communication
of his/her thinking
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Writing precise: supporting
statements tend to be vague in parts but generally reinforce
the main idea; problems with precision tend to camouflage
student's thinking
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Writing precise: supporting
statements reinforce and support the main idea; statements
are specific and well chosen
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WORD CHOICE: In
all writing, I will use appropriate academic and content-area
word choice for high-school-level writing.
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Poor word choice: academic
and/or content-area word choice is inappropriate or
inaccurate; problems with word choice interfere with
the clarity and precision of the piece.
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Poor word choice: academic
and/or content-area word choice is inappropriate or
inaccurate in many instances; problems with word choice
interfere with the clarity and precision of the piece
or the communication of the student's thinking
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Word choice appropriate:
academic and content-area word choice is appropriate
for the topic and for the level of writing; word choice
does not interfere with clarity, precision, or communication
of the student's thinking
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Strong word choice:
academic and content-area word choice is appropriate
and on level; the word choice enhances clarity, precision,
and the communication of the student's thinking
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SENTENCE STRUCTURE:
In all writing, I will use complete sentences with correct
grammar and mechanics.
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Poor sentence structure:
Sentences are incomplete (fragments), too long (run-ons),
or contain many errors in grammar and mechanics; problems
with sentence structure interfere with clarity and precision
of the piece
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Poor sentence structure:
sentences are incomplete or too long; sentences tend
to contain many grammar and/or mechanics errors; problems
with sentence structure interfere with clarity and precision
of the piece
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Appropriate Sentence
Structure: sentences are complete, sentences are neither
too long nor too short; errors with grammar and mechanics
are minor and do not interfere with the communication
of the student's thinking
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Strong sentence structure:
Sentences are complete and varied in length; no errors
in grammar or mechanics; sentence structure enhances
the communication of the student's thinking
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CONTENT AREA KNOWLEDGE
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Content inaccurate:
student has failed to communicate his/her learning and
thinking on the topic; student has failed to reach learning
objectives for this topic
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Content weak: student
has failed to communicate most of his/her learning and
thinking on the topic; student has failed to reach most
learning objectives for this topic
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Content clear: student
has communicated his/her learning and thinking on the
topic; student has reached learning objectives for this
topic
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Content strong: student
has communicated well his/her learning and thinking
on the topic; student has surpassed the learning objectives
for this topic
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Total---->
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