Read Grade 7 Writing Rubrics text version

San Diego Unified School District Office of the Deputy Superintendent · Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

NARRATIVE Writing Rubric

HOLISTIC SCORE _____ IDEAS/ CONTENT Advanced 3 2 1 · Skillfully combines all story elements around a controlling idea to reveal a thoughtprovoking theme · Skillfully develops plot line with complex major and minor characters and a definite setting · Anecdotes, sensory details and examples create a clear sense of the main characters' thoughts, actions and appearances · A range of devices such as suspense, dialogue and action (gestures, expressions) skillfully advances the plot, gives insight into characters, and keeps the reader continually informed/entertained Skillful Structure: · Strong, engaging exposition · Logical and effective sequencing of ideas based on purpose and skillfully linked to theme · Resolution and denouement reinforce theme and give closure · Writer's voice is authentic, clever and entertaining · Skillfully reveals the significance of the writer's attitude about the subject/ memorable incident · Clear sense of purpose and audience · Consistent point of view · Words or phrases powerfully convey the intended message and skillfully reveal characters' looks, actions, feelings, reactions, and conversation · Academic language, imbedded throughout the text, enhances story · Purposeful and innovative sentence structure to enhance intended effect · Skillful use of transitions within and across paragraphs Proficient 3 2 1 · Combines story elements around a controlling idea to reveal a thought-provoking theme · Develops a standard plot line with complex major and minor characters and a definite setting · Anecdotes, sensory details and examples create a sense of the characters' thoughts, actions and appearances · A range of devices such as suspense, dialogue and action (gestures, expressions) advances the plot, gives insight into characters, and keeps the reader informed/ entertained Basic 3 2 1 · Story elements may or may not reveal a controlling idea/theme · Overly simplistic · Provides a minimally developed plot line Below Basic 3 2 1 · No clear controlling idea and/or theme

WRITING APPLICATION

Plot and Situation

· Lacks a developed plot line

Narrative Devices/ Story Details

· Attempts to use details and/or anecdotes, suspense, dialogue, and action, but with minimal effectiveness

· Fails to use details, anecdotes, dialogue, suspense, and/or action

ORGANIZATION

Effective structure: · Engaging exposition · Logical sequencing of ideas based on purpose and linked to theme · Resolution and denouement reinforce theme and give closure · Writer's voice is confident, authentic and entertaining · Reveals the significance of the writer's attitude about the subject/memorable incident · Clear sense of audience and purpose · Consistent point of view · Precise, detailed words or phrases get message across and reveal characters' looks, actions, feelings, reactions, and conversation · Uses academic language to enhance story

VOICE WRITING STRATEGIES

Weak structure: · Exposition, sequencing of ideas in body and/or resolution/denouement need some revision · May be isolated events with weak sequencing · Sense of purpose and/or audience not clear · Writer's voice is detached from the story

Little to no structure: · Exposition, conflict and/or resolution/ denouement may not exist

· Unclear or no sense of voice, purpose and/or audience

WORD AND LANGUAGE CHOICE

· More precise and accurate words are needed to convey a clear message

· Limited vocabulary; words may be used inappropriately or unnecessarily repeated

SENTENCE FLUENCY

· Purposeful use of sentence structure to enhance intended effect · Transitions connect ideas within and across paragraphs

· Some understanding of sentence structure · Limited use of appropriate transitions to connect sentences

· Little or no sense of sentence structure · Lacks transitions

September 2006

DRAFT

page 1

San Diego Unified School District Office of the Deputy Superintendent · Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

NARRATIVE Writing Rubric (continued)

CONVENTIONS · Shows creativity and flexibility when using conventions to enhance meaning · Uses grade level appropriate conventions; errors are minor and do not obscure meaning · Uses grade level appropriate conventions; errors occasionally obscure meaning · Limited understanding of grade level appropriate conventions

September 2006

DRAFT

page 2

San Diego Unified School District Office of the Deputy Superintendent · Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

PERSUASIVE Writing Rubric

HOLISTIC SCORE _____ IDEAS/ CONTENT Advanced 3 2 1 · States a clear position or perspective in support of a position or proposal that strongly appeals to audience · Skillfully describes the points in support of the position, using well-articulated, welldocumented and convincing evidence · Skillfully uses a variety of persuasive techniques · Effective use of references embedded within the text · Addresses opposing viewpoints and provides counterarguments, building an extremely convincing and wellfocused argument Skillful Structure: · Strong, engaging introduction · Logical and effective sequencing of ideas linked to thesis · Conclusion strongly reinforces thesis and gives closure · Writer's voice is confident, convincing and imbedded within the textual information · Compels reader to react favorably to writer's position · Clear sense of purpose and audience · Words/phrases powerfully convey the intended message in a very interesting and precise way · Academic language imbedded throughout text · Purposeful and innovative sentence structure to enhance intended effect · Skillful use of transitions within and across paragraphs · Shows creativity and flexibility when using conventions to enhance meaning Proficient 3 2 1 · States a clear position or perspective in support of a proposition or proposal · Adequately describes the points in support of the position, using logical, well-articulated and documented evidence (facts, statistics, examples, anecdotes, descriptions) · Sources referenced within the text · Addresses opposing viewpoints and provides counterarguments Basic 3 2 1 · Position or perspective may not be immediately clear to the reader · Supporting points/ evidence is not logical, sufficient, well articulated, or documented Below Basic 3 2 1 · No clear position or proposal

WRITING APPLICATION

Reasons and Evidence to Support Thesis

· Offers little or no supporting points/evidence

Addressing Concerns/ CounterArguments ORGANIZATION

· Anticipates few reader concerns and counterarguments

· Does not anticipate reader concerns or counter-arguments

Appropriate structure: · Engaging introduction · Logical sequencing of ideas based on purpose and linked to thesis · Conclusion reinforces thesis and gives closure · Writer's voice is confident and convincing · Writer's reaction and feelings about the thesis are evident · Clear sense of purpose and audience · Consistent point of view · Precise words/phrases get the message across · Uses academic language related to the text

Weak structure: · Introduction, body and/or conclusion may need some revision · Evidence may be isolated facts with weak sequencing · Sense of purpose and/or audience not clear · Straight facts with writer's voice detached from topic

Little or no structure: · Introduction, body and/or conclusion may not exist or may need major revision

VOICE WRITING STRATEGIES

· Unclear or no sense of voice, purpose and audience

WORD AND LANGUAGE CHOICE

· More precise and accurate words are needed to create a clear message

· Limited vocabulary; words may be used inappropriately

SENTENCE FLUENCY

CONVENTIONS

· Purposeful use of sentence structure to enhance intended effect · Transitions connect ideas within and across paragraphs · Uses grade level appropriate conventions; errors are minor and do not obscure meaning

· Some understanding of sentence structure · Limited use of appropriate transitions

· Little or no sense of sentence structure · Lacks transitions

· Uses grade level appropriate conventions; errors occasionally obscure meaning

· Limited understanding of grade level appropriate conventions

September 2006

DRAFT

page 3

San Diego Unified School District Office of the Deputy Superintendent · Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

RESEARCH REPORT Writing Rubric

HOLISTIC SCORE _____ IDEAS/ CONTENT WRITING APPLICATION Advanced 3 2 1 · States a compelling and original thesis · Skillfully supports thesis, using well-articulated, welldocumented and compelling evidence synthesized from a variety of credible sources · Skillfully presents detailed information with clear conclusions throughout paper · Variety of sources · Sources properly cited within text and referenced in bibliography Skillful Structure: · Strong, engaging introduction · Logical and effective sequencing of ideas linked to thesis · Conclusion strongly reinforces thesis and gives closure · Writer's voice is authentic, confident, enlightening, and imbedded within the textual information · Clear sense of audience and purpose · Consistent point of view · Words/phrases powerfully convey intended meaning in an interesting and precise way · Academic language imbedded throughout text · Purposeful and innovative sentence structure to enhance intended effect · Skillful use of transitions within and across paragraphs · Shows creativity and flexibility when using conventions to enhance meaning Proficient 3 2 1 · States a meaningful thesis Basic 3 2 1 · Weak thesis and/or focus too broad · Evidence is not logical, sufficient, well articulated, or well documented · Some explanation and interpretation · Incomplete · Incorrect format Below Basic 3 2 1 · No clear thesis

Supporting Thesis

Elaboration

Citations/ Bibliography

ORGANIZATION

· Adequately supports the thesis, using logical, wellarticulated and documented evidence, synthesized from a variety of sources · Adequately explains and interprets information · Draws conclusions · Variety of sources · Sources properly cited within text and referenced in bibliography; may have minor errors Appropriate structure: · Engaging introduction · Logical sequencing of ideas based on purpose and related to thesis · Conclusion reinforces thesis and gives closure

· Little or no supporting evidence to support thesis

· Little or no interpretation · None

Weak structure: · Introduction, body and/or conclusion need some revision · Evidence may be isolated facts with weak sequencing

Little to no structure: · Introduction, body and/or conclusion may not exist or may need major revision

WRITING STRATEGIES

VOICE

WORD AND LANGUAGE CHOICE

· Writer's voice is authentic, confident and engaging · Writer's reaction and feelings about the thesis are evident · Clear sense of purpose and audience · Consistent point of view · Precise words/phrases convey intended meaning · Uses academic language related to the text

· Sense of purpose or audience not clear · Straight facts with writer's voice detached from topic

· Writing lacks voice · Unclear or no sense of purpose and audience

· More precise and accurate words/phrases are needed to create clear meaning

· Limited vocabulary; words may be used inappropriately

SENTENCE FLUENCY

CONVENTIONS

· Purposeful use of sentence structure to enhance the intended effect · Transitions connect ideas within and across paragraphs · Uses grade level appropriate conventions; errors are minor and do not obscure meaning

· Some understanding of sentence structure · Limited use of appropriate transitions

· Simple or incorrect sentence structures

· Uses grade level appropriate conventions; errors occasionally obscure meaning

· Limited understanding of grade level appropriate conventions

September 2006

DRAFT

page 4

San Diego Unified School District Office of the Deputy Superintendent · Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

RESPONSE TO LITERATURE Writing Rubric

HOLISTIC SCORE _____ IDEAS/ CONTENT Advanced 3 2 1 · Compelling thesis that conveys a clear and insightful perspective · Keen analysis to include exceptional understanding of: (a) the way character development reveals theme, (b) recurring themes across works and/or (c) the effect of the author's craft and style · Skillfully supports the thesis · Perceptive synthesis of ideas to show thoughtful and well-founded interpretation that skillfully supports thesis Proficient 3 2 1 · Coherent thesis that conveys a clear and insightful perspective · Effective analysis to include understanding of: (a) the way character development reveals theme, (b) recurring themes across works and/or (c) the effect of the author's craft and style (literary elements and devices) · Supports the thesis · Synthesis of ideas to show effective interpretation organized around several clear ideas, premises or images from the literary work that supports the thesis · Effective use of logical, well-articulated and documented textual evidence to support thesis Effective Structure: · Engaging introduction · Logical sequencing of ideas based on purpose and linked to thesis · Conclusion reinforces thesis and gives closure Basic 3 2 1 · Weak thesis that conveys a limited understanding of a literary work · Analysis conveys limited understanding of characterization, theme and/or author's craft and style · May not support the thesis Below Basic 3 2 1 · No clear thesis

Analysis

· Little or no analysis of the literature · Does not support thesis

WRITING APPLICATION

Interpretation

· Summarization of details with some attempt at offering an interpretation · May not support the thesis

· Random presentation of details and no offer of an interpretation · Retell only · Does not support the thesis · Evidence does not support thesis or is absent.

Support

· Convincing use of logical, well-articulated and documented textual evidence to support thesis Skillful Structure: · Strong, engaging introduction · Logical and creative sequencing of ideas linked to thesis · Conclusion skillfully reinforces thesis and gives closure · Writer's voice is authentic, confident and convincing · Writer's reaction and feelings are skillfully articulated · Clear sense of purpose and audience · Consistent point of view · Precise words or phrases powerfully convey the intended message · Precise language to skillfully show not tell

· Limited use of textual evidence to support thesis

ORGANIZATION

Weak structure: · Weak introduction · Isolated facts with limited sense of organization · Incomplete conclusion or closure

Little to no structure: · Introduction, body and/or conclusion may not exist

VOICE

STRATEGIES

WORD AND LANGUAGE CHOICE

· Writer's voice is confident and authentic · Writer's reaction and feelings about the reading are evident · Clear sense of audience and purpose · Consistent point of view · Effective use of words or phrases convey intended message · Precise language to show not tell

· Retells story with writer's voice detached from the response · Sense of purpose and/or audience not clear · Lacks consistent point of view · More precise and accurate words are needed to create a clear message

· Unclear or no sense of voice, purpose, audience and/or point of view

· Limited vocabulary; words may be used inappropriately or unnecessarily repeated

September 2006

DRAFT

page 5

San Diego Unified School District Office of the Deputy Superintendent · Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

RESPONSE TO LITERATURE Writing Rubric (continued)

WRITING SENTENCE FLUENCY · Purposeful and innovative sentence structure to enhance intended effect · Skillful use of transitions within and across paragraphs · Purposeful use of sentence structure to enhance intended effect · Transitions effectively connect ideas within and across paragraphs · Some understanding of varied sentence structure · Limited use of appropriate transitions · Little or no sense of sentence structure · Lacks transitions

CONVENTIONS

· Shows creativity and flexibility when using conventions to enhance meaning

· Uses grade level appropriate conventions; errors are minor and do not obscure meaning

· Uses grade level appropriate conventions; errors occasionally obscure meaning

· Limited understanding of grade level appropriate conventions

September 2006

DRAFT

page 6

Information

Grade 7 Writing Rubrics

6 pages

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

148610