Attributes
|
1
point
|
2
points
|
3
points
|
4
points
|
Three
essential structural elements are present -- introduction, body text,
and conclusion
|
Lacks
two of the essential elements.
|
Lacks
one of the essential elements.
|
Has
introduction, adequate body text and conclusion.
|
All
elements are present at high level of skill – appropriate proportions;
high comprehension.
|
Interest
level
|
Simplistic
in style and content -- uses simple sentence structures; not original in
ideas nor execution.
|
Addresses
the topic in cursory manner. Mixes
simple and some compound sentences. Has
adequate content.
|
Intersperses
higher level content with adequate content.
Uses compound and complex sentences as appropriate.
|
Excels
in content and creative content with original ideas.
Skillful use of sentence types.
|
Use
of details
and
descriptive phrases
|
Has
only basic details – uses few descriptive terms, and they are mostly
concrete.
|
Has
basic details with some descriptive terms, a few descriptive phrases, and
some abstract descriptive terms.
|
Skillfully
uses more descriptive terms and phrases and other modifiers.
|
Exceptional
use of abstract and concrete modifiers, phrases and descriptive language.
|
Use
of transitions -- coherence
|
Little
flow of ideas. Blocky and
disjointed. Relevance not
always clear.
|
Ideas
have some flow, and are mostly on topic.
|
Ideas
flow with transitional words, yet organization remains evident.
Included parts address the topic.
|
Exceptional
use of vivid transitions. Topical
flow and organization are evident. All
parts highly relevant.
|
Use
of supporting ideas
|
Expresses
ideas with few supporting facts or opinions.
|
Expresses
ideas with some supporting details and/or opinions.
|
Ideas
are well supported with adequate detail and facts/opinions.
|
Exceptional
use of supporting detail. Facts
and opinions are distinguished.
|
Mechanics
and grammar are correct – end-marks, capitals, punctuation, subject/verb
agreement
|
More
than seven errors per 100 words.
|
Four
to six errors per 100 words.
|
Two
to three errors per 100 words.
|
Error
free, or one error per 100 words.
|
Spelling
(this may not be a graded element for some special need groups)
|
More
than seven errors per 100 words.
|
Four
to six errors per 100 words.
|
Two
to three errors per 100 words.
|
Error
free, or one error per 100 words.
|