|
Below Standard
1 |
Approaching Standard
2 |
Standard
3 |
Above Standards
4 |
|
Connection to Purpose
|
Exhibits a level of comprehension
that is mostly literal with some personal responses, and no critical responses. |
Exhibits a level of comprehension
that is mostly literal or personal, with few critical responses. |
Exhibits a level of comprehension
that extends beyond the literal to the personal with some critical responses. |
Exhibits a level of comprehension
that extends beyond the literal to the personal, critical, evaluative responses. |
| Ideas/Content
|
Ideas are limited and text
may be repetitious, incomplete, or irrelevant. |
Ideas are clear but more
response is needed. Maybe incomplete or irrelevant. |
Ideas are clear and responses
are fairly thorough and thoughtful. |
Ideas are clear, original,
and thoughtful. Main idea stands out with supportive details. |
| Voice
|
Writing is lifeless and
mechanical. No feeling or emotion. |
Writer seems sincere, but
uninvolved. |
Writer is direct and honest,
but lacks expression to involve the reader. Some feeling and emotion is
attempted. |
Writer is direct and honest.
Writer engages reader with a clear picture and feeling. |
| Writing Performance:
Conventions
|
Frequent serious disruptions
in grammar and usage which may affect meaning. |
Grammar and/or punctuation
errors are common. |
One or two grammar and/or
punctuation errors. |
Free from conventional
errors. Grammar usage contributes to meaning. |
| Writing Performance:
Neatness
|
Handwriting is messy and
maybe unreadable. |
Handwriting is readable
but effort for overall neatness is low. |
Neat handwriting but overall
appearance needs improvements. |
Handwriting and overall
appearance is superb. |
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