LITERARY
EXPLORATION RUBRIC
|
Excellent 5 |
Proficient 4 |
Satisfactory 3 |
Limited 2 |
Poor 1 |
Thought & Support When marking,
consider how effectively: the student's
ideas reflect an understanding of the topic the literary
example relates to the student's ideas the support
explains and/or clarifies the response Consider ideas
presented in the Personal Reflection on Choice of Characters(s) from Literary
Text(s) |
An insightful
understanding of the topic is demonstrated. The student's ideas are
perceptively explored. The literary example is related effectively to the
student's ideas. Support is precise and effective. |
A well-considered
understanding of the topic is demonstrated. The student's ideas are
thoughtfully explored. The literary example is related competently to the
student's ideas. Support is specific and relevant. |
A defensible
understanding of the topic is demonstrated. The student's ideas are
appropriately and straightforwardly explored. The literary example is related
adequately to the students' ideas. Support is relevant but tends to be
general. |
An understanding
of the topic may be evident but is only partially defensible or sustained.
The student's ideas may be incompletely or unclearly explored. The literary
example is lacking or does not relate adequately to the student's ideas.
Support may be deficient, vague, redundant, or marginally relevant. |
An implausible
conjecture concerning the topic may be suggested The student's ideas are
irrelevant, incomprehensible, or unexplored. the literary example is absent
or unrelated to the student's ideas. Support, if present, is over-generalized
or of questionable relevance. |
Form & Structure When marking,
consider how well the student's organizational choices result in the development
and maintenance of a controlling idea or unifying effect the creation of a
coherent, shaped, and concluded discussion in response to the assignment. |
A focused
controlling idea or unifying effect is skilfully sustained throughout the
response. Development of ideas and explanations is smooth and coherent. The
response flows to an effective closure. |
A controlling
idea or unifying effect is sustained throughout the response. Development of
ideas and explanations is coherent. The response moves to an appropriate
closure. |
A controlling
idea or unifying effect is evident, but unity may falter on occasion..
Development of ideas and explanations is generally clear and coherent. The
response moves to a functional closure. |
A controlling
idea or unifying effect may be evident, but the response lacks unity
Development of ideas and explanations is uncertain, inadequate, or
incoherent. The response may not arrive at an appropriate closure. |
A controlling
idea or unifying effect is absent. Development of ideas and explanations is
unclear and ineffective. The response closes ineffectively. |
Matters of Choice When marking,
consider how well the student's choices enhance communication: Diction,
including connotative language, imagery, idiomatic expressions, and dialect;
syntax, including parallelism, balance, inversion, sentence length, and
variety; the contribution of stylistic choices to the creation of voice. |
Diction is
precise and effective. Many sentences have been successfully structured for
effect and are sometimes polished. Stylistic choices contribute to the
creation of a convincing voice. |
Diction is
specific and generally effective. Many sentences appear to have been
purposefully structured for effect. Stylistic choices contribute to the
creation of a competent voice. |
Diction is
appropriate but may be general rather than specific. Sentence structures are
generally straightforward and clear. Stylistic choices contribute to the
creation of a clear voice. |
Diction is
imprecise and/or inappropriate. Sentence structures are frequently
ineffective and/or awkward. Inadequate stylistic choices contribute to the
creation of an uncertain or unclear voice. |
Diction is
inaccurate and/or over-generalized. Sentence structures are misused to such
an extent that clarity suffers. A lack of stylistic choices contributes to the
creation of an ineffective voice. |
Matters of Correctness When marking,
consider the correctness of: sentence
construction (completeness, consistency, subordination, coordination,
predication); usage (accurate use of words according to convention and meaning);
grammar (subject-verb/pronoun - antecedent agreement, pronoun reference,
consistency of tense); mechanics (punctuation, spelling, capitalization) Consider the
proportion of error in terms of the complexity and length of the response. |
This writing demonstrates
confident control of correct sentence construction, usage, grammar, and
mechanics. The relative absence of error is impressive considering the
complexity of the response and the circumstances. |
This writing
demonstrates competent control of correct sentence construction, usage,
grammar and mechanics. Minor errors in mechanics, grammar, and/or complex
language structures are understandable considering the circumstances. |
This writing
demonstrates control of the basics of correct sentence construction, usage,
grammar, and mechanics. There may be occasional lapses in control of sentence
construction and usage, and/or minor errors in grammar and mechanics. The
communication, however, is clear. |
This writing
demonstrates faltering control of correct sentence construction, usage,
grammar, and mechanics. The range of sentence construction problems and
errors in usage, grammar, and/or mechanics blur the clarity of communication. |
This writing
demonstrates lack of control of correct sentence construction, usage,
grammar, and mechanics. The unclear and incorrect sentence constructions and
jarring errors in usage, grammar, and mechanics impede communication. |
VISUAL
REFLECTION RUBRIC
|
Excellent (10,9) |
Proficient (8,7) |
Satisfactory (6,5) |
Limited/Poor (4,3) |
Insufficient (INS) |
Ideas
& Impressions -quality of
ideas -exploration of
topic -effectiveness of support |
The student's
perceptions are insightful and carefully considered. Support is precise,
purposefully chosen, and strongly connected to the student's ideas and
impressions. |
The student's
perceptions are thoughtful and considered. Support is relevant, detailed, and
clearly connected to the student's ideas and impressions. |
The student's
perceptions are appropriate but may be generalized. Support is adequate and
generally connected to the student's ideas and impressions. |
The student's
perceptions are superficial or ambiguous. Support is imprecise, unclear,
and/or vaguely connected to the student's ideas and impressions. |
The student's
perceptions are underdeveloped or incomprehensible. Support is lacking,
inappropriate, or unrelated to the student's ideas and impressions. |
Presentation -effectiveness
of voice -quality of
language & expression -development & unifying effect |
The student's
voice is engaging and the tone is confident. Stylistic choices are precise
and effective. The writing is skilfully developed, and the unifying effect is
confidently sustained. |
The student's
voice is distinct and the tone is well-considered. Stylistic choices are
specific and frequently effective. The writing is coherently developed, and
the unifying effect is capably sustained. |
The student's
voice is matter-of-fact and the tone is appropriate. Stylistic choices are
adequate and occasionally effective. The writing is generally clearly developed,
and the unifying effect s appropriately sustained. |
The student's
voice is confused and/or there is no discernible attempt to address the
intended audience. Stylistic choices are ineffective and/or impede
communication. The writing is ineffectively developed, and/or a unifying
effect is absent. |
|
PERSUASIVE
WRITING IN CONTEXT RUBRIC
|
Excellent (10,9) |
Proficient (8,7) |
Satisfactory (6,5) |
Limited/Poor (4,3) |
Insufficient (INS) |
Thought
& Support -how effectively
has student addressed the significance & complexity of the issue -persuasiveness
& consistency of argument presented -how well the
evidence is integrated, synthesized, developed to support argument -awareness of audience and effectiveness of voice |
A perceptive
& thorough understanding of the issue is demonstrated. The student's
arguments are adept and convincing. Support is well-defined and purposefully
chosen to reinforce the student's ideas in a deliberate and judicious way. A
precise awareness of audience is effectively sustained. |
A thoughtful and
competent understanding of the issue is demonstrated. The student's arguments
are well-considered and sound. Support is accurate and occasionally
purposefully chosen to reinforce the student's ideas in a logical and clear
way. Awareness of audience is sustained. |
A sufficient but
generalized understanding of the issue is demonstrated. The student's
arguments are appropriate and straightforward. Support is relevant but
general, and may be occasionally lacking in persuasiveness and consistency.
Awareness of audience is generally sustained. |
An incomplete,
vague, or confused understanding of the issue is demonstrated. The student's
arguments are oversimplified and/or inconsistent. Support is superficial,
unclear, contradictory, inappropriate, or merely a restatement of what is
provided in the examination. Awareness of audience may be apparent but is not
sustained. |
An inaccurate or
minimal understanding of the issue is demonstrated. The student's arguments
are of questionable logic or are unrelated to the issue under discussion.
Support is irrelevant, over-generalized, or lacking. Little awareness of
audience is apparent. |
Writing
Skills -syntax -diction -grammar -mechanics |
The selection and
use of words and structures are effective. This writing demonstrates
confident control of correct sentence construction, usage, grammar, and
mechanics. |
The selection and
use of words and structures are frequently effective. This writing
demonstrates competent control of correct sentence construction, usage,
grammar, and mechanics. |
The selection and
use of words and structures are occasionally effective. This writing
demonstrates basic control of correct sentence construction, usage, grammar,
and mechanics. |
The selection and
use of words and structures are frequently ineffective. This demonstrates
faltering control of correct sentence construction, usage, grammar, and
mechanics. |
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