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Rubrics Used in Assessing Work
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Rubric for Essay 1: Perspective on Changing Land Use in the Region: Partner and Jigsaw: 30 points total
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Written Argument
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Addressed Land Use in the 18th Century (1 pt)
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Beginning: 1/2 point
(student's essay addressed at least one aspect of land use in the 18th century; student's comments showed some thought)
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Advanced: 1 point
(student's essay addressed more than one aspect of land use in the 18th century; student's comments showed extensive reflection and some originality)
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- From the appropriate perspective (1 pt)
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Beginning: 1/2 point
(student's essay indicated which perspective it was written from; student's essay showed some knowledge of 18th century land use in North Carolina; student made some attempt to address this perspective of land and land use in the 18th century)
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Advanced: 1 point
(student's essay was written in the voice appropriate to the perspective student took; student integrated into his/her essay knowledge of and insight into this perspective on land and land use in the 18th century)
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Addressed Land Use Today (1 pt)
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Beginning: 1/2 point
(student's essay addressed at least one aspect of land use in the 20th century; essay showed some knowledge of 20th century land use in North Carolina; student's comments showed some thought)
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Advanced: 1 point
(student's essay addressed more than one aspect of land use in the 20th century; student's comments showed extensive reflection and some originality)
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- From the appropriate perspective
(1 pt)
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Beginning: 1/2 point
(student's essay indicated which perspective it was written from; student's essay showed some knowledge of 20th century land use in North Carolina; student made some attempt to address this perspective of land and land use in the 20th century)
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Advanced: 1 point
(student's essay was written in the voice appropriate to the perspective student took in his/her argument; student integrated into the essay knowledge of and insight into this perspective on land and land use in the 20th century)
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Compared land use in the two periods (1 pt)
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Beginning: 1/2 point
(student compared at least one North Carolina land-use issue in the 18th and 20th centuries; student attempted in some way to compare land use from his/her perspective)
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Advanced: 1 point
(student compared multiple issues of North Carolina land-use in the 18th and 20th centuries, and connected differences to changes in culture, environment, economics, etc.;)
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From the appropriate perspective (1 pt)
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Beginning: 1/2 point
(the student related his/her comparison of land use in the two centuries to the "perspective" he/she had taken)
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Advanced: 1 point
(the student compared land use in the voice of the student's "perspective" and demonstrated knowledge of and insight into how this perspective would view changes in North carolina land use across the two centuries)
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Argument showed thought and reflection on at least three appropriate issues/questions (3 points)
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Beginning: 1 point (student addressed 3-4 different issues appropriate to the perspective he/she is taking on land use in the two centuries--though not in depth; alternately, student addressed 2 issues but addressed at least one in more depth)
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Intermediate: 2 points (student addressed 3-4 different issues appropriate to the perpective he/she is taking on land use in the two centuries; student integrated these issues into the argument and also linked the various issues to one another--to at least some extent; and/or discussed some of these issues in a moderately extensive discussion, giving several additional details about each issue addressed)
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(student addressed 3-4 different issues especially relevant to the perspective he/she is taking on land use in the two centuries; student integrated these issues smoothly into his/her argument, and also linked the various issues to each other as he/she discussed each; student outlined the relevant details of each issue in his/her discussion, and his/her discussion shed insight on the issues relevant to his/her perspective)
Advanced: 3 points
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Argument drew on materials in the various resources, drawing on materials from at least 3-4 diverse resources, and citing the sources (3 points)
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Beginning: 1 point (in his/her argument, student cited at least 3-4 different resources that provided information relevant to his/her perspective, and touched on information in these resources; alternately, student cited 2 diverse resources and discussed some of the information in these resources in some depth)
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Intermediate: 2 points
(student cited at least 3-4 different resources that provided information relevant to his/her perspective; student incorporated information from several of these resources into his/her argument)
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Advanced: 3 points
(student cited at least 3-4 different resources that provided information relevant to his/her perspective and; student incorporated information from all of these resources smoothly into his/her argument, using the information incorporated to effectively make and document aspects of the argument)
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Beginning: 1 point
(student's ideas can be, for the most part, followed and understood by readers other than the student him/herself)
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Advanced: 2 points
(students ideas are clear, concise, and readable)
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Beginning: 1 point
(each idea leads in general to the next; some pattern of organization is followed for most of the essay; essay contains some sort of opening and at least some sort of closing remark)
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Advanced: 2 points
(each idea is built on the previous argument; a clear pattern of organization is followed; opening introduces student's thesis and perspective; student closes the argument with a final point or summary of the argument as appropriate)
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Argument made at least one major point (1 pt)
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Beginning: 1/2 point
(student makes at least one point relevant to land use in the two centuries)
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Advanced: 1 point
(student makes an important point relevant to land use in the two centuries that is related to the various issues he addresses in his/her argument)
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and related the point to the writer's perspective (1 pt)
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Beginning: 1/2 point
(the point touches on some issues relevant to the student's perspective)
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Advanced: 1 point
(the point touches on issues relevant in particular to this perspective as opposed to other perspectives, and is written in a voice appropriate to this perspective)
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Argument attempted to appeal to an audience (students/teacher/community) (1 pt)
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Beginning: 1/2 point
(student's essay attempted to avoid cliche's and/or unappealing language, and showed some awareness of his/her audience)
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Advanced: 1 point
(student's essay avoided cliche's and wordiness; used appropriate techniques to get the audience's attention--such as short anectdotes, rhetorical questions, metaphors, similies, or other figurative speech--when needed; student demonstrated awareness of his/her audience's interests and or stylistic preferences in choosing the best way to appeal to that audience)
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Argument edited for inconsistencies in grammar, spelling; for comprehensibility; and for length (1 pt)
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Beginning: 1/2 point
(Argument either not more than 1 page short of or several pages over the recommended length; almost all spellings readable; grammar understandable; student spelled words consistently--that is the same way each time--if not always correctly--though student may vary spelling when quoting from documents that have been spelled differently or when quoting dialect; student attempted to spell most words from quoted sources as these words are spelled in the original source)
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Advanced: 1 point
(Argument either less than 1/2 page short of or 1-2 pages over the recommended lenght; most spellings standard except when student quoting
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(20 pts total)
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Work with Partner and Jigsaw Groups
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Read and Discuss partner's writing with him/her (2 pts)
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Beginning: 1 point
(student's discussion of his/her editing partner's essay showed familiarity with the essay; student's comments to his/her editing partner were never disrespectful; student made an effort to note at least one thing he/she liked in the partner's essay, and/or asked about something the partner said in the essay, and/or suggested one thing his/her editing partner might change in the essay)
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Advanced: 2 points
(student's discussion of his/her editing partner's essay showed that the student had really tried to read the essay thoroughly; student's comments to his/her editing partner were respectful; student commented on at least one thing he/she liked about the partner's essay, and asked meaningful questions about the essay's content or organization, as well as possibly suggesting something the partner might change in the essay)
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listened to and took notes on discussion with partner on student's own writing (2 pts)
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Beginning: 1 point
(student listened respectfully to his/her partner's comments and either took some notes or asked a relevant question)
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Advanced: 2 points
(student listened attentively and respectfully to his/her partner's comments, took notes on partner's questions and suggestions, and asked partner appropriate questions)
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shared ideas in essay in same-group discussion (1 pt)
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Beginning: 1/2 point
(student read from the major points in his/her essay)
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Advanced: 1 point
(student read or explained the major points in his/her essay, and provided additional information and clarification when needed)
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listened attentively & respectfully in same-group discussion (1/2 pt)
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Beginning: 1/4 point
(student appeared generally attentive and was not disrespectful)
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Advanced: 1/2 point
(student was always respectful and attentive)
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responded thoughtfully to/commented thoughtfully on other same-group members' ideas (1/2 pt)
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Beginning: 1/4 point
(student made at least one attempt to comment on another group member's ideas or essay; comment was respectful)
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Advanced: 1/2 point
(student commented on more than one idea or essay of the other group members; student's comments were respectful and demonstrated reflection and interest)
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made final revisions in essay in response to ideas/comments shared in same-group discussion (1 pt; of course, students who have already written absolutely perfect essays that can never be improved are exempted; the rest of us imperfect people however have to go through this)
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Beginning: 1/2 point
(student made some attempt to rethink and make at least one change in his/her essay as a result of the ideas exchanged in the same-group discussion)
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Advanced: 1 point
(student made a change in his/her essay--that improved or clarified the argument in the essay--based on information exchanged during the same-group discussion)
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shared perspective in diverse-group discussion (1 pt)
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Beginning: 1/2 point
(student outlined and explained most of the major ideas in his/her essay)
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Advanced: 1 point
(student summarized the arguments about land use made in his/her essay, and additional arguments that were made in his/her 'same-group' discussion; student clarified and explained him/herself as needed)
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listened attentively & respectively to other perspectives in diverse-group discussion (1/2 pt)
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Beginning: 1/4 point
(student appeared generally attentive and was not disrespectful)
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Advanced: 1/2 point
(student was always respectful and attentive)
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commented thoughtfully on other perspectives (1/2 pt)
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Beginning: 1/4 point
(student made at least one attempt to comment on another group member's perspective or essay; comment was respectful and relevant to the land use issue)
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Advanced: 1/2 point
(student commented on more than one idea or essay expressed by the diverse-perspective-group members; student's comments were respectful and demonstrated reflection on and interest in the perspectives and ideas on land use presented by classmates)
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brought at least one idea back from diverse-group jigsaw to share with same-group (1 pt)
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Beginning: 1/2 point
(student summarized a point made in the diverse-group discussion about the differences between the ways people of different perspectives view or use the land)
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Advanced: 1 point
(student summarized and explained a point made in the diverse-group discussion about the differences between the ways people of the different perspectives view and use land; student clarified comments as needed; student's comments showed reflection on the relationships that might develop or problems that might be encountered as a result of different ways of viewing/using land)
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(10 pts total)
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