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Seminar Cycle 2015 (no process -absent) 
Seminar Cycle 2015
Includes pre-writing, seminar, and post-writing activities
Rubric Code: JX39WW9
By knightcsas
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: 6-8, 9-12

Powered by iRubric Seminar Cycle
  Advanced

5 pts


4.7 pts

Meets Expectations

4.3 pts


4 pts

Approaches Expectations

3.8 pts


3.4 pts

Not Yet

3 pts

Poor

1 pts

Steps to Support Reading & Writing
30 %
Pre-Content Writing
5 pts

Advanced

Writing assignment is complete and includes well developed, thoughtful evidence for inspectional reading, vocabulary, and analytical reading assignments.
4.7 ( x 5 pts)
Meets Expectations

Writing assignment is complete and includes evidence for inspectional reading, vocabulary, and analytical reading assignments.
4 ( x 5 pts)
Approaches Expectations

Writing assignment is minimally incomplete and/or lacking effort and thought.
3.4 ( x 5 pts)
Not Yet

Writing assignment is incomplete.
Poor

Missing
Seminar Participation & Process
30 % Speaking and Listening
Seminar Questions
5 pts

Student successfully answered seminar question on paper as a make-up assignment.
Advanced

Student contributed valuable ideas and text references or extending questions to the assignment.
4.7 ( x 5 pts)
Meets Expectations

Student contributed their own ideas and text references to the overall discussion.
4 ( x 5 pts)
Approaches Expectations

Assignment complete.
3.4 ( x 5 pts)
Not Yet

Student only completed part of the assignment.
Poor

Student did not complete this assignment.
Post Content
40 % Writings, artwork, and presentations
Idea Development
3 pts

Advanced

In response to the task and the seminar, the writing:
• utilizes well-chosen, relevant, and sufficient
evidence from the text to insightfully
develop the topic.
• thoroughly and accurately explains and
elaborates on the evidence provided,
demonstrating a clear understanding of the
topic and the ideas of seminar.
4.7 ( x 3 pts)
Meets Expectations

In response to the task and the seminar, the writing:
• utilizes relevant and sufficient evidence from
the text to adequately develop the topic.
• adequately and accurately explains and
elaborates on the evidence provided,
demonstrating a sufficient understanding of
the topic and the ideas of seminar.
4 ( x 3 pts)
Approaches Expectations

In response to the task and the seminar, the writing:
• utilizes mostly relevant but insufficient
evidence from the text to partially develop
the topic. Some evidence may be inaccurate
or repetitive.
• explains some of the evidence provided,
demonstrating only a partial understanding of
the topic and the ideas of seminar. There may be some
level of inaccuracy in the explanation.
3.4 ( x 3 pts)
Not Yet

In response to the task and the seminar, the writing:
• utilizes mostly irrelevant or no evidence from the text, or mostly/only personal
knowledge, to inadequately develop the topic.
Evidence is inaccurate or repetitive.
• inadequately or inaccurately explains the
evidence provided, demonstrating little
understanding of the topic and the ideas of seminar.
Poor

Missing
Focus & Organization
3 pts

Advanced

In response to the task and the seminar, the writing:
• contains an effective and relevant introduction.
• utilizes effective organizational strategies to create a unified whole and to aid in comprehension.
• effectively clarifies relationships among ideas and concepts to create cohesion.
• contains an effective and relevant concluding
statement or section.
4.7 ( x 3 pts)
Meets Expectations

In response to the task and the seminar, the writing:
• contains a relevant introduction.
• utilizes adequate organizational strategies to create a
mostly unified whole and to aid in comprehension.
• clarifies most relationships among ideas and concepts,
but there may be some gaps in cohesion.
• contains a relevant concluding statement or section.
4 ( x 3 pts)
Approaches Expectations

In response to the task and the seminar, the writing:
• contains a limited introduction.
• demonstrates an attempt to use organizational
strategies to create some unification, but ideas may
be hard to follow at times.
• clarifies some relationships among ideas and
concepts, but there are lapses in focus.
• contains a limited concluding statement or section.
3.4 ( x 3 pts)
Not Yet

In response to the task and the seminar, the writing:
• contains no or an irrelevant introduction.
• demonstrates an unclear organizational structure;
ideas are hard to follow most of the time.
• fails to clarify relationships among ideas and concepts;
concepts are unclear and/or there is a lack of focus.
• contains no or an irrelevant concluding statement or
section.
Poor

Missing
Mechanics and Conventions
2 pts

Advanced

The writing:
• demonstrates consistent and
sophisticated command of grade level
conventions of standard
written English.
• may contain a few minor errors that
do not interfere with meaning.
4.7 ( x 2 pts)
Meets Expectations

The writing:
• demonstrates consistent command
of grade-level conventions of
standard written English.
• contains some minor and/or major
errors, but the errors do not
significantly interfere with meaning.
4 ( x 2 pts)
Approaches Expectations

The writing:
• demonstrates consistent command
of grade-level conventions of
standard written English.
• contains some minor and/or major
errors, but the errors do not
significantly interfere with meaning.
3.4 ( x 2 pts)
Not Yet

The writing:
• demonstrates limited command of grade-level conventions of standard written English.
• contains numerous and repeated errors that seriously impede
meaning.
Poor

Missing




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