I. Cohesiveness
4 - The piece flows sensibly and logically and employs proper usage of transitional
sentences and phrases.
3 - Most of the piece flows sensibly and logically and employs proper usage of
transitional sentences and phrases.
2 - Parts of the piece flow sensibly and logically and employ proper usage of
transitional sentences and phrases.
1 - The piece does not flow sensibly and logically.
Student __________ Teacher __________
Comments:
II. Mechanics
4 - The piece contains no spelling or grammatical errors.
3 - Most of the piece contains no spelling or grammatical errors.
2 - Spelling and grammatical errors decrease the readability of the piece.
1 - Spelling and grammatical errors completely detract from the readability of the
piece.
Student __________ Teacher __________
Comments:
III. Integration of Sources
4 - The writer(s) effectively integrates a variety of sources (i.e. books, magazines,
Internet, etc.) to support his/her argument.
3 - The writer(s) uses some sources to support his/her argument.
2 - The writer(s) uses few sources to support his/her argument.
1 - The writer(s) uses no sources to support his/her argument.
Student __________ Teacher __________
Comments:
IV. Content Quality
4 - The piece completely addresses all of the questions posed and meets all of the
standards of cohesiveness, mechanics, and integration of sources.
3 - The piece adequately addresses all of the questions posed and meets most of the
standards of cohesiveness, mechanics, and integration of sources.
2 - The piece fails to address all of the questions posed and does not sufficiently
meet the standards of cohesiveness, mechanics, and integration of sources.
1 - The piece does not address any of the questions posed and does not meet any of
the standards of cohesiveness, mechanics, and integration of sources.
Student __________ Teacher __________
Comments:
V. Citation of References
The writer(s) properly cites within the text of his/her work and in his/her
bibliography the works of those authors who he/she used to compose his/her piece:
Student: Yes _____ No _____ Teacher: Yes _____ No _____
Comments:
For this particular rubric, the creators of this unit define success to be a score of 3 or 4 on each of the criterion. The scoring and criteria of this rubric may be adjusted to suit the curricular needs of teachers or students.
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