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iRubric: To Kill A Mockingbird Essay rubric

iRubric: To Kill A Mockingbird Essay rubric

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To Kill A Mockingbird Essay 
To Kill A Mockingbird Essay
Rubric Code: MX54X5B
By dbirch
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: (none)

Powered by iRubric To Kill a Mockingbird Essay
 

10 pts


8 pts


6 pts


4 pts


2 pts


0 pts

Organization

The extent to which the writing established a clear thesis and maintains direction, focus and coherence
10

-Skillfully establish and maintain consistent focus on a clear and compelling thesis
-exhibit logical and coherent structure with claims, evidence and interpretations that convincingly support the thesis.
-makes skillful use of transition words and phrases
8

-effectively establish and maintain consistent focus on a clear thesis.
-exhibit a logical sequence of claims, evidence, and interpretations to support the thesis and effectively used transitions
-make effective use of transition words and phrases.
6

-establish and maintain focus on a clear thesis
-exhibit a logical sequence of claims, evidence and interpretations but ideas withing paragraphs may be inconsistently organized.
-make some attempt to use basic transition words and phrases.
4

-establish but fail to consistently maintain focus on a basic thesis
-exhibit a basic structure but lack the coherence of consistent claims, evidence and interpretations.
-make an inconsistent attempt to use some basic transition words or phrases
2

-establish a confused or irrelevant thesis and fail to maintain focus
-exhibit an attempt to organize ideas into a beginning, middle and end, but lack coherence.
-make little attempt to use transition words and phrases.
0

-fail to include a thesis or maintain focus
-complete lack of organization and coherence
-make no attempt to use transition words or phrases.
Development

The extent to which ideas are elaborated using specific and relevant details and/or evidence to support the thesis
10

-develop ideas clearly and fully, effectively integrating and elaborating on specific textual evidence from a variety of sources.
-effectively discriminate between relevant and irrelevant information and between fact and opinion
8

-develop ideas clearly and consistently, incorporating and explaining specific textual evidence from a variety of sources.
-discriminate between relevant and irrelevant information and between fact and opinion
6

-develop some ideas more fully than others, using relevant textual evidence from a variety of sources
-attempt to discriminate between relevant and irrelevant information and between fact and opinion
4

-develop ideas briefly or partially, using some textual evidence but without much elaboration or from limited sources.
-may contain a mix of relevant and irrelevant information and/or confuse the difference between fact and opinion
2

-attempt to offer some development of ideas, but textual evidence is vague, repetitive, or unjustified.
-contain irrelevant and/or inaccurate information and/or confuse the difference between fact and opinion
0

-completely lack development and do not include textual evidence
-contain irrelevant and/or inaccurate information and completely fail to distinguish fact from opinion.
Conventions

The extent to which the writing exhibits conventional spelling, punctuation, paragraphing, capitalization and grammar
10

-demonstrate control of the conventions with essentially no errors, even with sophisticated language
8

-demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language (e.g. punctuation of complex sentences)
6

-demonstrate partial control, exhibiting occasional errors that do not hinder comprehension (e.g., incorrect use of homonyms)
4

-demonstrate emerging control, exhibiting frequent errors that somewhat hinder comprehension (e.g., agreement of pronouns and antecedents; spelling of basic words)
2

-demonstrate lack of control, exhibiting frequent errors that make comprehension difficult (e.g., subject verb agreement; use of slang)
0

-illegible or unrecognizable as literate English
Language

The extent to which the writing reveals an awareness of audience and purpose through word choice and sentence variety.
10

-stylistically sophisticated, using language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose
-effectively incorporate a range of varied sentence patterns to reveal syntactic fluency
8

-use language that is fluent and original, with evident awareness of audience and purpose
-incorporate varied sentence patterns that reveal an awareness of different syntactic structures
6

-use appropriate language, with some awareness of audience and purpose
-make some attempt to include different sentence patterns but with awkward or uneven success
4

-rely on basic vocabulary, with little awareness of audience and purpose
-reveal a limited awareness of how to vary sentence patterns and rely on a limited range syntactic structures
2

-use language that is imprecise or unsuitable for the audience or purpose
-reveal a confused understanding of how to write in complete sentences and little or no ability to vary sentence patterns.
0

-use language that is incoherent or inappropriate
-include a preponderance of sentence fragments and run-ons that significantly hinder comprehension
Meaning

The extent to which the writing exhibits sound understanding, analysis and explanation of the writing task and text(s)
10

-convey an accurate and in-depth understanding of the topic, audience and purpose for the writing task
-offer insightful and thorough analysis and explanation in support of the topic
8

-convey an accurate and complete understanding of the topic, audience and purpose for the writing task
-offer clear and explicit analysis and explanation in support of the topic
6

-convey an accurate although somewhat basic understanding of the topic, audience and purpose for the writing task.
-offer partial analysis and explanation in support of the topic
4

-convey a partly accurate understanding of the topic, audience and purpose of the writing task
-offer limited analysis or superficial explanation that only partially support the topic
2

-convey a confused or largely inaccurate understanding of the topic, audience and purpose for the writing task
-offer unclear analysis or unwarranted explanations that fail to support the topic
0

-provide no evidence of understanding the writing task or topic
-make incoherent explanations that do not support the topic
Revision Process

The extent to which evidence of the revision process is present through the inclusion of multiple drafts with changes to earlier drafts highlighted with evidence of quality revisions from draft to draft
10

-Evidence of the revision process is present in multiple drafts.
-Changes to subsequent drafts is clear and significantly improve the final essay.
8

-Evidence of the revision process is present in multiple drafts.
-While most changes to original draft are substantial, others are only superficial
6

-Evidence of revision process present in at least one draft.
-Changes to original draft are inconsistent, with some substantial and some superficial changes.
4

-Evidence of revision process present in at least one draft.
-Changes to original draft are mostly superficial with a few substantial changes
2

-Evidence of revision process is present in at least one draft.
-Few if any substantial changes to original draft
0

No evidence of revision process is present.




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