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iRubric: Primary Source US History Paragraph rubric
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Primary Source US History Paragraph
Unit 1 US History Essay
Rubric Code:
B5CWC9
By
btkblevins
Ready to use
Public Rubric
Subject:
History
Type:
Exam
Grade Levels:
9-12
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Criteria for Essay
Above Standards
10-9
4 pts
At Standard Level
8-7
3 pts
Approaching Standards
7-6
2 pts
Below Standards
5 and below
1 pts
Content
5 pts
Above Standards
Developes a clear opinion shaped by the guiding questions offered by their case study. In developing the opinion, the student discusses 3 or more pieces of evidence with a variety of both primary and secondary sources to support their claims.
At Standard Level
Developes a clear opinion shaped by the guiding questions offered by their case study. In developing the opinion, the student discusses 2 or more pieces of evidence to support their claims.
Approaching Standards
Developes an opinion shaped by the guiding questions offered by their case study. In developing the opinion, the student discusses vaguely or innacurately 2 or more pieces of evidence to support their claims.
Below Standards
Does not establish an opinion shaped by the guiding questions offered by their case study. The student discusses vaguely or innacurately 1 or more pieces of evidence to support their claims.
Introduction/Thesis Statement
2 pts
Above Standards
Very well-developed introduction with a clear thesis statement
that introduces the topic and makes a central point about it. It engages the reader and creates interest.
At Standard Level
Introduction contains a thesis statement.
The thesis creates interest and is fairly well developed. But while it contains accurate and complete information regarding the topic being described, it is not very engaging.
Approaching Standards
Introduction contains a thesis statement, but it either does not give accurate and complete information about the topic, or it lacks detail and creativity.
Below Standards
The introduction does not contain a thesis statement.
Body Paragraph
1 pts
Above Standards
Each body paragraph contains a clear topic sentence that focuses each paragraph around one point.
Details/examples in the body paragraphs are clear and well developed, and there are enough details to create vivid images in the reader's mind with the use of vivid/ sense language that creates a dominant impression.
At Standard Level
Each body paragraph contains a clear topic sentence that focuses each paragraph on one point.
Details/examples are clear and presented from general to specific, but they are not well developed.
Approaching Standards
Each body paragraph does NOT contain a clear topic sentence.
There are details/examples, but they are either unclear or not presented from general to specific.
Below Standards
Body paragraphs do not contain a topic sentence.
Details/examples are either wrong or lacking.
Overall Organization
1 pts
Above Standards
The concluding paragraph effectively unifies the essay around the central theme of the thesis. The dominant impression is clearly maintained and vividly represented in sense language.
At Standard Level
The concluding paragraph unifies the essay around the central theme. The dominant impression is followed, but it could be more vividly represented with sense language.
Approaching Standards
The concluding paragraph makes a point about the dominant impression, but it does little to unify and emphasize the dominant impression of the topic being described.
Below Standards
There is no concluding paragraph, or it does not unify or emphasize a dominant impression of the topic being described.
Mechanics &Overall Style
1 pts
Above Standards
No errors in punctuation, spelling, grammar, or capitalization. Logical progression of details with a clear and effective order that enhances the essay and provides a vivid description of the topic with appropriate and effective transitions.Writing is smooth, skillfull, and coherent. Sentences are strong and expressive with varied structure. Consistent and appropriate tone and word choice is used throughout the paragraph.
At Standard Level
A few minor errors in punctuation, spelling, grammar, or capitalization, but they do not detract from the overall meaning and effectiveness of the paragraph.Logical progression of details with a clear and effective order. Transitions are present, but they do not enhance the overall effectiveness of the paragraph.Writing is clear and sentences have varied structure. There is consistent tone and word choice.
Approaching Standards
A few errors in punctuation, grammar, spelling, and capitalization that. while distracting, the meaning and intent of the paragraph can still be discerned.Organization is clear. Some transitions are present, while others are either inappropriate or missing.Writing is clear, but sentences may lack variety. The tone is inconsistent and word choice, while adequate, could be better.
Below Standards
Distracting and major errors in grammar, punctuation, spelling, and capitalization.No discernable organization. Transitions are not present.Writing is confusing and hard to follow. Contains fragments and/or run-on sentences. The tone and purpose is inconsistent and difficult to determine.
The word choice is inadequate.
Keywords:
Descriptive Paragraph, rubric, writing components
Subjects:
English
History
Psychology
Types:
Exam
Writing
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