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The document provides a rubric to evaluate movie scripts across five criteria: language use, fluency, quality of content, visual impact, and originality. It assigns point values from 1 to 5 for each criterion, with 5 being "Exceeds Expectations" and 1 being "Does Not Meet Expectations." Language use examines grammar, style, and conventions. Fluency considers sentence structure and cohesion. Quality of content addresses accuracy, depth, and development of ideas. Visual impact evaluates how well the script conveys the visual elements. Originality focuses on creativity and new perspectives. The rubric provides descriptors to distinguish performances at each point value in order to guide consistent scoring.
The document provides a rubric to evaluate movie scripts across five criteria: language use, fluency, quality of content, visual impact, and originality. It assigns point values from 1 to 5 for each criterion, with 5 being "Exceeds Expectations" and 1 being "Does Not Meet Expectations." Language use examines grammar, style, and conventions. Fluency considers sentence structure and cohesion. Quality of content addresses accuracy, depth, and development of ideas. Visual impact evaluates how well the script conveys the visual elements. Originality focuses on creativity and new perspectives. The rubric provides descriptors to distinguish performances at each point value in order to guide consistent scoring.
The document provides a rubric to evaluate movie scripts across five criteria: language use, fluency, quality of content, visual impact, and originality. It assigns point values from 1 to 5 for each criterion, with 5 being "Exceeds Expectations" and 1 being "Does Not Meet Expectations." Language use examines grammar, style, and conventions. Fluency considers sentence structure and cohesion. Quality of content addresses accuracy, depth, and development of ideas. Visual impact evaluates how well the script conveys the visual elements. Originality focuses on creativity and new perspectives. The rubric provides descriptors to distinguish performances at each point value in order to guide consistent scoring.
( 4-3 ) Expectations ( 2-1 ) Language -Control of a variety of -Evidence of control of -Errors occur in a -Frequent -Numerous grammatical structures and idioms; variety of structures variety of structures. grammatical errors errors impede Use and idioms, although a may occur even in occasional errors may occur, -Text comprehensible, communication but no pattern exists. few grammatical elementary -Text barely but requires some -Text readily errors may occur; structures, there comprehensible interpretation from comprehensible; requiring good to very good may be some the reader. -Pervasive errors in no interpretation on the part control of elementary redeeming features, -May have errors in conventions of the of the reader. structures. such as correct conventions of the written language -Excellent command of -Text comprehensible advanced structures. written language (orthography, conventions of the written requiring minimal -Text mostly (orthography, sentence structure, language (orthography, interpretation. comprehensible, sentence structure, paragraphing and sentence structure, -Conventions of the requiring minimal paragraphing and punctuation) may paragraphing, and written language are interpretation on the punctuation). interfere with written punctuation) generally correct part of the reader. -75+% grammatical communication -90+% grammatical -80/85% grammatical -Frequent errors in accuracy -Less than 70% accuracy accuracy accuracy conventions of the -Register is generally -Minimal to no attention -Register is highly -Register is written language appropriate to register. appropriate appropriate may be present. -70% grammatical accuracy -Register may be inappropriate Fluency -Series of sentences that are -Emerging variety of -Predominant use of -Complete yet -Generally incomplete well organized and complete complete yet repetitive sentences. sentences. No or cohesive sentences and repetitive sentences; Limited cohesive almost no cohesive -Transition words used to some cohesive some cohesive devices found. devices link sentences and devices. devices. - No transitions -Words or phrases only make writing flow. -Some transitions -Few to no transition words words make the words writing somewhat flow. Quality of -Detailed and accurate -Information is -Information given is -Information may be -Little or no information Conten information. Ideas well generally generally limited or given. Information is develop and well accurate. accurate, inaccurate very limited and t organized -Treatment of the topic although there -Treatment of the mainly inaccurate -Treatment of the topic is is relevant and well may be some topic may be -Treatment of the topic is relevant and thorough. developed. inaccuracy or lack irrelevant. irrelevant -All information significantly -Synthesis of of precision. -There is little -There may be no outweighs summary or mere information outweighs -Treatment of the topic synthesis of the synthesis of information. quotation. summary or mere is generally information. -Extremely limited -Rich, precise, idiomatic quotations. relevant -Somewhat vocabulary. Its use is vocabulary, ease of -Considerable breadth -Summary or mere inadequate and/or inadequate and/or expression of vocabulary. quotations of inaccurate use of inaccurate. Frequent -Creative with few information may vocabulary. and/or constant -Creative repetitions. outweigh synthesis -Little creativity. interference from Sentences seem to the English -Appropriate but basic be repetitive. language. vocabulary. May contain occasional - Very little creativity. Use interference from of translators. the English Sentences are language. repetitive. - Some creativity with WRITING RUBRIC MOVIE SCRIPT Name_________________________________