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iRubric: TCP Characters, Stereotypes and Labels rubric

iRubric: TCP Characters, Stereotypes and Labels rubric

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TCP Characters, Stereotypes and Labels 
Historical Critique of Hurston Essay
In this performance task, students will assess the degree to which a chosen character from Alice Walker's The Color Purple conforms to a specific stereotype or label.
Rubric Code: N9B4CA
By kjmannion
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

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  Poor

1 pts

Developing

2 pts

Developed

3 pts

Well-developed

4 pts

Meaning

Poor

Essay may show little to no understanding of either character or stereotype/label.
Developing

Essay may show major misunderstanding of either character OR stereotype/label
Developed

Essay may show minor misunderstandings / errors about character or stereotype/label, but is generally correct.
Well-developed

Essay demonstrates clear understanding of chosen character AND of stereotype or label being used to assess that character.
Supporting Evidence

Poor

Essay is poorly developed, relying on generalities to support opinion. Textual specifics and quotations are lacking.
Developing

Essay includes some textual specifics to support points, but no direct quotations from TCP.
Developed

Essay includes accurate details from the text. However, either fewer direct quotations than required are used, or quotes chosen do not help to illustrate points as well as they could.
Well-developed

Essay is well developed with accurate and specific details from the text including four textual quotations from TCP All quotes help to illustrate points.
Synthesis of TCP w/ Outside Source

Poor

Essay makes no reference to outside source, relying solely on TCP and the student's general knowledge.
Developing

Essay paraphrases outside source, but may show major misunderstandings of its meaning. Little attempt to analyze TCP character using these ideas.
Developed

Essay quotes from outside source and shows understanding of its meaning; uses ideas from source to analyze TCP character, making reasonable connections. Minor misunderstandings of the source are acceptable.
Well-developed

Essay quotes from outside source and shows thorough understanding of its meaning; uses ideas from source to analyze TCP character, making insightful connections.
Organization / Flow of Ideas

Poor

Essay reflects little to no organization (No paragraph breaks, No attempt to organize information by topic, etc.)
Developing

Essay reflects some attempt at organization by being broken down into paragraphs, but there are many irrelevant or out of place sentences.
Developed

Essay has a logical flow throughout; however, there may be certain sentences within some body paragraphs that seem irrelevant or out of place. Transitions may be lacking.
Well-developed

Essay has a logical flow from beginning to ending. Individual body paragraphs are well organized, each articulating its own individual train of thought. Transitions are used to assist flow.
Language Use

Poor

Language use is inappropriate; Student shows a lack of command of basic sentence structures / vocabulary. Writing style is at odds with purpose of assignment.
Developing

Language use is overly casual; tone may be overly subjective. Student may show a lack of command of basic sentence structures / vocabulary.
Developed

Language use is appropriate; tone is mostly formal and objective. Sentence structures are correct, but may lack variation.
Well-developed

Language use is sophisticated; tone is formal and objective. Sentence structures are varied, and essay has notable sense of voice.
Conventions

Poor

Essay contains recurring errors in numerous categories reflecting a total lack of proofreading.
Developing

Essay may contain recurring errors in 3 or more categories.
Developed

Essay may contain recurring errors in 1-2 category.
Well-developed

Essay may contain a few errors, but generally shows good command of spelling, punctuation, capitalization,and grammar.




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