Writing Rubric Evaluation

Which of the following best describes an Advanced (4 points) score for Development of Ideas?

• The writing is clear and consistently focused, shows a complete understanding of the given task, is fully developed by using logical and convincing reasoning, uses well-chosen evidence from the text, and uses details that are specific, relevant, and accurate based upon the text.

• The writing is unclear, shows a lack of understanding of the given task, and uses little to no evidence from the text.

• The writing is generally clear and focused, shows a general understanding of the given task, and uses sufficient and appropriate evidence from the text.

• The writing is unclear, shows no understanding of the given task, and uses no evidence from the text.

A Proficient (3 points) score for Writing Organization requires the writing to contain an ____ and ____ that contribute to the cohesiveness of the response.

• introduction; conclusion

• body; summary

• thesis; evidence

• topic sentence; transition

Which of the following best describes a Proficient (3 points) score for Language of Conversation and Grammar and Usage?

• The writing establishes and maintains tone appropriate to task, purpose, and audience. Word choice is precise, effective, and purposeful. Sentences are fluent and varied in length and structure.

• The writing maintains a tone inappropriate to task, purpose, or audience. Word choice is limited, clichéd, and repetitive. Sentences show little or no variety in length and structure.

• The writing fails to maintain tone appropriate to task, purpose, and audience. Words are functional and simple and/or may be inappropriate to the task. Sentences may contain errors in construction or are simple and lack variety, making the essay difficult to read.

• The writing is unclear and lacks any structure.

How should a main idea be written?

• As a phrase
• As a complete sentence
• As a title
• _{As a picture}

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.6.2

CCSS.RL.7.2

Insufficient

• Enough

• Not enough

• Fully developed

• Suffering

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4

It can be hard to generate ideas.

• destroy

• gather

• produce

• gesture

Tags

CCSS.L.5.5C

Which part of an essay needs to clearly state the main argument?

• introduction

• conclusion

• transitions

• evidence

Tags

CCSS.W.5.1A

CCSS.W.5.2A

What is the main purpose of the writing rubric?

• to assign grades for students

• to describe the characteristics of good writing at different score points

• to give a random score to student writing

• to summarize classroom behavior

Tags

CCSS.W.5.4

What should strong transitions do in an essay?

• create confusion between paragraphs

• repeat the same ideas

• connect ideas smoothly within and between paragraphs

• be optional in the essay

Tags

CCSS.W.5.1C

CCSS.W.5.2C

CCSS.W.5.3C

Which score point represents "above grade-level accomplishment?"

• 1

• 2

• 3

• 4

Tags

CCSS.RI.7.7

CCSS.RI.8.7

CCSS.RL.6.7

CCSS.RL.7.7

CCSS.RL.8.7