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Language Rubric - Submitted By April Poole
Level 5: The response demonstrates the writer's outstanding understanding of and insight into the text. (17-20 points)
- uses prior knowledge to make complex and subtle analyses, syntheses, and evaluations of ideas presented/addressed by the text.
- provides insightful explanations of the feelings, attitudes, and/or ideas evoked by the text.
- makes powerful connections between the character and the writer.
Level 4: The response demonstrates the writer's highly developed understanding of and insight into the text. (13- 16 points)
- uses prior knowledge to make complex analyses, syntheses, and evaluations of ideas presented/addressed by the text.
- provides informed explanations of the feelings, attitudes, and/or ideas evoked by the text.
- makes strong connections between the character and the writer.
Level 3: The response demonstrates the writer's developed understanding of and insight into the text. (8-12 points)
- uses prior knowledge to make predictable analyses, syntheses, and evaluations of ideas presented/addressed by the text.
- provides predictable explanations of the feelings, attitudes, and/or ideas evoked by the text.
- makes connections between the character and the writer.
Level 2: The response demonstrates the writer's limited understanding of and insight into the text. (4-7 points)
- uses prior knowledge to assist with the retelling of the information presented/addressed by the statement, and to make unestablished evaluations.
- provides a reiteration, with little explanation, of the feelings, attitudes, and/or ideas evoked by the text.
- makes weak connections between the character and the writer.
Level 1: The response demonstrates the writer's extremely limited/non-existent understanding of and insight into the text. (0-3 points)
ul uses prior knowledge to assist with a limited retelling of the information presented/addressed by the text.
provides a reiteration, with no explanation, of the feelings, attitudes, and/or ideas evoked by the text.
makes no connections between the character and the writer.
4 POINTS- Excellent
DEVELOPMENT : The Writer...
consistently develops the ideas into a complete, well developed whole.
establishes and maintains a clear purpose and focus.
strong capture of the reader's attention.
fully develops topic/theme, setting, characters, and/or plot.
rich, vivid supporting details bring the writing to life.
brings closure appropriate to the piece.
ORGANIZATION : The writer...
purposefully organizes ideas.
ideas consistently organized in a logical order; ie: beginning, middle, end; paragraphs.
relevant ideas clearly presented so that the reader/audience can easily follow the writer's thoughts.
consistently uses transitions to lead the reader/audience from one idea to the next.
uses appropriate form.
ATTENTION TO AUDIENCE : The writer...
fully anticipates and answers the audience's needs.
consistently considers the intended audience.
consistently engages the audience with interesting writing and/or imaginative ideas.
maintains a purposeful tone and mood; ie: humorous, playful, happy, sad.
LANGUAGE : The writer...
consistently uses language choices to enhance the text and in a manner appropriate to journal form.
consistently uses figurative language and/or vivid sensory details.
consistently uses vocabulary appropriate to purpose, audience, and form; e.g. slang, rhyme, etc.
creates personal style using varied sentence structure and word choice.
errors in spelling, usage, punctuation, and capitalization are non-existent or few.
3 POINTS- Good
DEVELOPMENT : The writer...
partially develops the ideas, but the item is not a complete, well-developed whole.
establishes a purpose and focus.
captures the reader's attention.
partially develops a topic/theme, setting, characters, and/or plot.
provides some supporting details to bring the writing to life.
brings closure appropriate to the piece.
ORGANIZATION : The writer...
purposefully organizes ideas.
organizes ideas in a logical structure; ie: beginning, middle, end, paragraphs.
has relevant ideas presented so that the reader/audience can easily follow the writer's thoughts.
uses transitions to lead the reader/audience from one idea to the next.
chooses and maintains appropriate form.
ATTENTION TO AUDIENCE : The writer...
fully anticipates and answers the audience's needs.
considers the intended audience.
engages the audience with interesting writing and/or imaginative details.
maintains a tone and mood.
LANGUAGE : The writer...
consistently uses language choices to enhance the text and in a manner appropriate to journal form.
uses descriptive language and details.
uses vocabulary appropriate to purpose, audience, and form; e.g. slang, rhyme, etc.
creates personal style by use of varied sentence structure and word choice.
errors in spelling, usage, punctuation, and capitalization, if present, do not interfere with message.
2 POINTS: Fair
DEVELOPMENT : The writer...
tries to develop the ideas, but the piece is not a well-developed whole and is not complete.
attempts to establish a purpose and focus.
attempts to develop topic/theme, characters, setting, and/or plot.
provides few supporting details.
attempts to brings closure to the piece.
ORGANIZATION : The writer...
orders ideas, but there are some interruptions in the flow of the piece.
attempts to organize in a logical order.
attempts to present ideas so that the reader/audience can follow the writer's thoughts.
attempts transitions to lead reader/audience from idea to idea.
chooses form.
ATTENTION TO AUDIENCE : The writer...
attempts to anticipate and answer the audience's needs.
sometimes considers the intended audience.
attempts tone and mood.
makes few attempts to engage the audience with interesting writing and/or imaginative details.
LANGUAGE : The writer...
sometimes uses language choices to enhance the text and in a manner appropriate to journal form.
seldom uses figurative language/sensory details.
sometimes uses vocabulary appropriate to purpose, audience, and form.
attempts personal style using varied sentence structure and/or word choice.
errors in spelling, usage, punctuation, and capitalization may interfere with meaning.
1 POINT: Poor
DEVELOPMENT : The writer...
has not developed the ideas into a complete whole.
lacks a purpose and focus.
lacks supporting details.
does not develop topic/theme, characters, setting, and/or plot.
does not bring closure.
ORGANIZATION : The writer...
shows little purposeful ordering of ideas.
inconsistently organizes ideas.
randomly presents ideas.
has few or no transitions to help reader/audience.
chooses form.
ATTENTION TO AUDIENCE : The writer...
has not anticipated or answered the audience's needs.
does not consider the intended audience.
lacks tone and mood.
shows no evidence of interesting writing and/or imaginative ideas to engage audience.
LANGUAGE : The writer...
seldom, if ever, uses language choices to enhance the text and in a manner appropriate to journal form.
seldom uses figurative language and/or sensory details.
seldom uses vocabulary appropriate to purpose, form, and audience.
does not use varied sentence structure and/or word choice.
errors in spelling, usage, punctuation, and capitalization, if present, do interfere with message.
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