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Focus

How well does


the student
answer the
prompt?

Controlling
Idea

Does the
student have a
consistent
answer
throughout the
response?

Reading/
Research

How well does


the student use
the text?
Development

a. attempts to
address prompt.
b. lacks focus or is
off-task.

a. the response
doesnt answer the
question or
b. doesnt
consistently answer
the question
throughout.

3
a. addresses
a. addresses
prompt
prompt
appropriately
appropriately
b. provides
b. focus of position generally
is uneven.
convincing
position
a. the response
a. the response
must answer the
must answer the
question.
question.
b. the answer is a
b. the answer is
consistent
mentioned
throughout all
throughout but
paragraphs and
inconsistently.
convincing at
times.

4
a. addresses all
aspects of prompt
appropriately
b. consistently
strong focus and
convincing
position.
a. the response must
answer all parts of
the question.
b. the answer are
thoroughly
consistent and
convincing.

a. establishes and
maintains a
substantive and
credible claim.
a. the response
a. the response
a. the response
must state the
states a claim at the
a. the response
makes a statement
claim clearly in the beginning and
states a claim in the
related to purpose
beginning and
consistently refers
beginning. The
but it is not a claim
refer to it again by to it throughout the
claim itself is
and/or does not
the conclusion. The essay. The claim
somewhat related
clearly relate to the
claim itself must be itself is clearly
to the text(s).
text.
based in evidence
connected to
(credible.)
relevant evidence.
a. presents
a. attempts to
information from
reference reading
a. accurately
a. accurately
reading materials
materials to develop
presents details
presents important
relevant to the
response.
relevant to
details from reading
purpose of the
b. lacks
purpose.
materials
prompt.
connections or
b. relevant details, b. to develop
b. minor lapses in
relevance to
develop claim.
argument or claim.
accuracy or
purpose.
completeness.
a. the response
a. the response uses
a. the response uses
a. the response
must use evidence
strong evidence
little or no evidence
must use evidence
from one of the
from each text,
from the text(s). No
from each text,
texts, including 1
including at least 3
quotes are used.
including 3 quotes.
quote.
quotes.
b. existing evidence
b. most evidence
b. some evidence
b. all evidence
does not connect to
used connect to the
used connects to
clearly connects to
the claim.
claim.
the claim.
the claim.
a. provide details in a. presents
a. presents
a. effectively
response to the
appropriate
appropriate details presents
prompt
details.
to support and
appropriate details.
a. attempts claim,
but lacks clear
purpose.

a. establishes a
claim.

a. establishes a
credible claim

b. lacks sufficient
development or
relevance.

Are the details


used
appropriate and
sufficient?

Organization

How well is the


essay
organized?

Conventions

b. minor lapses in
reasoning,
examples or
explanations.

develop the focus,


controlling idea, or
claim.
b. presents
sufficient details.

a. the response
a. the response
must use and
must use and
a. the response must
explain relevant
explain details such
use and explain
details such as
as topics, examples
some detail.
topics, examples,
and reasoning.
b. the response has
and reasoning.
b. the response
few or no distinct
b. the response
must use and
details.
must use and
explain at least 2
explain at least 3
distinc t details.
distinct details.

a. attempts to
organize ideas.
b. lacks control of
structure.

a. the response
distinguishes
between ideas.
b. the response
lacks paragraph
distinctions,
transitions, and may
lack a beginning,
middle, or end.

a. attempts to
demonstrate
conventions.
b. lacks cohesion
and control of
grammar, usage,
and mechanics.
c. sources are
without citation.

a. uses
appropriate
organizational
structure.
b. minor lapses in
structure.

a. the response
distinguishes
between ideas.
b. the response
contains uneven
use of paragraph
distinctions,
transitions, and a
beginning, middle,
and end.
a. demonstrates
uneven
conventions and
cohesion.
b. Uses language
and tone with some
inaccurate or
inappropriate
features.
c. Inconsistently

a. maintains
appropriate
organizational
structure.
b. structure
reveals reasoning
of the argument.

a. the response
contains multiple
paragraphs,
demonstrating a
beginning, middle,
and end.
b. contains logical
transitions
between
paragraphs.
a. appropriate
tone.
b. command of
conventions, few
errors.
c. appropriate
language.
d. cites minor
errors.

b. effectively
presents thorough
details.
a. the response must
strategically select
and explain relevant
details such as
topics, examples,
and reasoning.
b. the response
must use and
explain at least 3
related but distinct
details.
a. maintains
organizational
structure that
intentionally and
effectively enhances
presentation.
b. structure
enhances
development of
reasoning.
a. the response
contains multiple,
deliberately
ordered paragraphs
demonstrating a
beginning, middle,
and end
b. the response
builds to an
effective conclusion
with logically
ordered paragraphs
and transitions.
a. consistently
appropriate tone.
b. well-developed
command of
conventions, few
errors.
c. consistently
appropriate
language.
d. consistently cites

cites.

How well is the


paper edited?

Content
Understanding

a. informal or nonacademic tone.


b. frequent and
major grammar and
syntax errors that
frequently affect
meaning.
c. few or no
references to the
texts, no clear
citation.
a. attempts
disciplinary
content.
b. disciplinary
content used is
weak, irrelevant,
inappropriate, or
inaccurate.

a. attempts formal
or academic tone.
b. frequent
grammar and
syntax errors that
sometimes affect
meaning.
c. 1 or 2 uses of
citation. May use
unusual citation
format.

a. formal, academic
tone.
b. minor grammar
and syntax errors
that dont affect
meaning.
c. no misspelled
key vocabulary.
d. 3 citations (1 for
each quote.)

a. briefly notes
disciplinary
content
b. explanation of
disciplinary
content used is
basic, uneven or
contains errors.

a. accurately
presents relevant
disciplinary
content.
b. sufficient
explanations for
disciplinary
content used.

using appropriate
format.
a. formal, academic
tone throughout.
b. very few
grammar and
syntax errors that
dont affect
meaning.
c. no misspelled key
vocabulary.
d. 3 or more
citations (1 for each
quote) in MLA
format.
a. accurately
integrates relevant
disciplinary content
.
b. thorough
explanations for
disciplinary
content.
c. demonstrate indepth
understanding.

a. provides some
a. correctly
a. correctly
a. provides little or
aspects of
interprets texts
interprets texts and
no interpretation of interpretation of
How well do the
and includes
includes aspects of
text in the response, text in the
students
aspects of correct
thoughtful
with frequent or
response, with
employ a
interpretation in
interpretation in the
obvious
some errors or
correct
the response.
response.
misunderstandings. misunderstandings.
understand of
b. correctly uses
b. correctly uses
b. misuses little or
b. uses little
the text using
English content
English content
no English content
English content
English-specific
provided by task
provided by task
provided by task.
provided by task
content (such as
(e.g. devices.) No
(e.g. devices.) May
No outside content
with some errors.
devices)?
outside content is
add additional
is required.
No outside content
required.
content knowledge.
is required.
ADDED TO CONTENT UNDERSTANDING: Use of argumentative structure, including a counterargument. A
hint of counterargument=2. A clear counterargument with supporting evidence and clear rebuttal
present=3. A counterargument with strong textual support and strong rebuttal=4.

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