ESSAY RUBRIC - N.Y.S.
Criteria |
6 |
5 |
4 |
3 |
2 |
1 |
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- fulfills the requirements of the task; shows sophisticated understanding -addresses the theme or key elements -shows an insightful interpretation makes connections and demonstrates reflection |
- fulfills most of the requirements of the task; shows thorough understanding -addresses the theme or key elements of the -interpretation extends beyond the literal level -makes some connections |
- fulfills some requirements of the task; shows solid understanding -addresses some key elements -shows a predominantly literal interpretation -makes few connections |
- fulfills some requirements of the task; shows naïve understanding -addresses basic elements -demonstrates some basic understanding and some attempt at interpretation -makes few connections |
- fulfills some requirements of the task; shows little understanding -addresses basic elements -shows little evidence that the students understood more than parts -makes few connections |
- fulfills few -addresses minor elements -shows little evidence ofunderstanding -fails to make connections |
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- makes effective use of relevant and accurate examples from the text or suggested by the prompt -develops ideas fully with thorough elaboration |
- shows less than truly effective use of examples -ideas are developed, but piece lacks thorough elaboration |
- may be brief, with little elaboration -development is sufficient to answer the questions -provides some examples and details |
- may be brief with little elaboration -development is weak -there are few examples or details -their relevance may be unclear |
- may provide some text- based or prompt-suggested details, but may also contain some inaccuracies and irrelevancies |
-- may provide some text-based details, but these are minor and may be used repetitively -inaccuracies and irrelevancies may be present |
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- establishes and maintains a clear focus and purpose -shows a logical, coherent sequence of ideas through the use of appropriate transitions or other devices |
- maintains focus and purpose -a sequence is apparent -transitions are present |
is generally focused; purpose may not be fully evident may contain some irrelevant details or minor inaccuracies -shows a clear attempt at organization |
- is focused at some points, but loses focus -sequencing is weak or absent |
- may attempt to establish a focus -little organization |
- is unfocused -writing lacks an attempt at organization |
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- is fluent with vivid language, sense of voice - -varied sentence structure and challenging vocabulary - sophisticated awareness of audience |
- is easy to read with some sense of voice -vivid language appears -some sophistication in sentence structure and vocabulary -awareness of audience is clear |
- is readable, with some sense of voice -primarily uses simple sentences and basic vocabulary -awareness of audience is basic |
- is readable with little sense of voice -vocabulary and sentence structures are basic -may lack an awareness of audience |
- is readable, with little sense of voice - uses minimal vocabulary may indicate fragmented thought |
- is difficult to read and understand |
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demonstrates control of the conventions of written English. There are few, if any errors and none that interfere with comprehension. Grammar, syntax, capitalization, paragraph format, and punctuation are essentially correct. Any misspellings are trivial or repetitive; they occur primarily when a student takes risks with sophisticated vocabulary | demonstrates control over most grade- appropriate conventions of written English. There are few errors that hamper readability. Capitalization, punctuation, syntax, and paragraph format are generally correct. There may be minor grammatical errors, but none that interfere with comprehension. Punctuation errors may appear in more sophisticated sentence structures. Misspellings may appear in risk-taking vocabulary | demonstrates partial control of the conventions of written English. It contains errors that may interfere somewhat with readability but do not substantially interfere with comprehension. There may be some errors of grammar and syntax; however, capitalization, punctuation, spelling of grade-level words and use of paragraph format are mostly correct. |
demonstrates some control over convention of written English; however, the brevity or lack of structural variety of the piece limits judgment about grade-appropriate conventional mastery. Conventions of capitalization and end punctuation are mostly observed. Errors of other kinds may be prevalent. |
demonstrates minimal control of the conventions of written English. There are prevalent errors of grammar, syntax, capitali-zation, punctuation, and spelling. The errors and inconsisten-cies interfere with comprehen-sion. | demonstrates a lack of control of the conventions of written English. The errors make comprehension difficult; the writing may even be unintelligible. |
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COMMENTS: |
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