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iRubric: The Skin I'm In Thematic Essay rubric

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The Skin I'm In Thematic Essay Upper Elementary Informational Writing Rubric Using one of the themes addressed by the book, the students are to write 3 paragraphs to explain the theme's importance. They are to include why they chose the theme, their sentiments, and whether it is still a problem in society. Rubric Code: XBXWA6 By gurmette Ready to use Public Rubric Subject: Education Type: Reading Grade Levels: 6-8

Thematic Essay
	Focus (N/A)	Elaboration (N/A)	Organization (N/A)	Integration (N/A)	Conventions (N/A)
6	Focus • Subject and unifying event clear and maintained with the event commented upon by the end of the composition • Reactions are relevant to unifying event • Has effective closing	Elaboration • All major episodes/reactions developed by specific detail • Some episodes and reactions may be developed with more detail than others (not necessarily balanced or even) • Development in depth • Word choice enhances specificity • Voice is appropriate for topic, purpose, and audience	Organization • Narrative structure is clear – sequence of episodes moves through time with a beginning, a middle, and an ending without noticeable gaps • Most major episodes appropriately paragraphed • Coherence and cohesion demonstrated with effective devices (e.g., transitions, pronouns, parallel structure, etc.) • Varied sentence structure and/or word choice produce cohesion	Integration • Fully-developed composition for grade level • Clear and purposeful Focus; in-depth, balanced Elaboration; sequence of episodes is coherently and cohesively developed throughout the composition	Conventions • Strong knowledge of Conventions is demonstrated • Standards of punctuation, capitalization. and spelling are consistently followed – may have minor lapses • May have minor errors in usage and sentence formation • A variety of sentence structures is evident
5	Focus • Subject and unifying event clear and maintained with the event commented upon by the end of the composition • Reactions are present, most are relevant to unifying event • Has closing	Elaboration • Most episodes/reactions developed by specific detail; some may be general • Some depth • Word choice may enhance specificity • Voice may be appropriate for topic, purpose, and audience	Organization • Narrative structure is evident – sequence of episodes moves through time with a beginning, a middle, and an ending with few gaps • Most major episodes appropriately paragraphed • Coherence and cohesion demonstrated with most transitional devices appropriate (not redundant or intrusive) • Coherence may depend on holistic structure (e.g., chronology) • May include minor digressions • Some varied sentence structure and/or wor	Integration • Developed composition for grade level • All features are not equally well-developed throughout the composition	Conventions • Developed knowledge of Conventions is demonstrated • Standards of punctuation, capitalization. and spelling are followed – may have minor lapses • Minor errors in usage and sentence formation • A variety of sentence structuresmay not be evident
4	Focus • Subject and unifying event clear and maintained • Reactions are present, but still may be implied • May lack closing	Elaboration • Some episodes/reactions developed by specific detail; some may be general • Sufficient Elaboration but has limited depth • Voice may be present but inconsistent	Organization • Narrative structure is evident – sequence of episodes moves through time with a beginning, a middle, and an ending • Some appropriate paragraphing • Some evidence of coherence (paragraph to paragraph) and cohesion (sentence to sentence); may depend on holistic structure (e.g., chronology) • If present, transitions may be simplistic, but not intrusive • May include minor digressions	Integration • Bare-bones-developed composition for grade level • Simple and clear, presenting nothing more than the essentials • Limited depth	Conventions •Developing knowledge of Conventions is demonstrated • Developing standards of punctuation, capitalization. and spelling are followed • May have minor errors in usage and sentence formation • Development of a variety of sentence structures is evident
3	Focus • Subject clear, but unifying event is not; reader can infer unifying event • Multiple events without unifying umbrella statement • No reactions – or reactions are inappropriate to subject/event • Lacks sufficiency to demonstrate a developed Focus	Elaboration • A list of episodes and/or reactions that may have some extensions • May be mostly general • Lacks sufficiency to demonstrate developed Elaboration • No evidence of suitable voice	Organization • Noticeable narrative structure but the reader must infer it; movement through time with significant gaps • May evidence some inappropriate paragraphing • May include inappropriate transitions that disrupt progression of ideas • May have major digressions • Lacks sufficiency to demonstrate developed Organization	Integration • Partially developed • Some (or one) of the feature(s) are not sufficiently formed but all are present • Inference is usually required	Conventions • Partial knowledge of Conventions is demonstrated • Standards of punctuation, capitalization. and spelling are may not be consistently followed • May have errors in usage and sentence formation • A variety of sentence structures may not be evident
2	Focus • Subject and event may be vague or lack clarity • Unrelated ideas or major drift from Focus • No reactions • Off-mode response (NOT narrative structure showing a sequence through time) • Insufficient writing to determine that the subject and/or unifying event can be maintained	Elaboration • A list of episodes or reactions • There may be insufficient writing to determine that Elaboration can be maintained	Organization • Structure attempted but may not be narrative (Off-mode) • Limited evidence of understanding paragraphing • Lacks purposeful ordering of sentences (e.g., sentences could be arranged in almost any order) • Insufficient writing to determine that Organization can be sustained	Integration • Attempts to address the assignment, but only rudiments of techniques for forming Focus, Elaboration, and Organization can be detected • Some confusion and/or disjointedness • Lacks narrative structure • May be insufficient writing to determine that the features can be maintained	Conventions • Partial knowledge of Conventions is evident • Severity and density of errors constitute a noticeable pattern • Little attempt at varying sentence structures
1	Focus • Subject and event may be absent, or if present, may be limited or confusing • Insufficient writing to show that criteria are met	Elaboration • Elaboration absent or confusing • Insufficient writing to show that criteria are met	Organization • Confusing; little or no attempt at structure • Little or no evidence of understanding paragraphing • Insufficient writing to show that criteria are met	Integration • Does not fulfill the assignment; barely deals with the topic; or does not present most or all of the features • Insufficient writing to show that criteria are met	Conventions • Little or no discernable knowledge of Conventions • Severity and density of errors is such that meaning is impaired • Sentence structure is simplistic or in error

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