Portfolio Rubrics
Portfolio Rubrics
School of Social Sciences & Behavioral Studies
Department: Education
Developing Your Teaching Portfolio
EDU 401/ 420
A teaching portfolio documents your philosophy, preparation and accomplishments as a teacher. The portfolio should serve you. The contents of the portfolio should enable you to reflect on your teaching successes; identify your weaknesses and provide strategies to improve your teaching; solicit peer and expert feedback; and organize your best works and resources. A portfolio can be shown to prospective employers, and it is a useful way to document your continuing development as a professional educator.
Your portfolio will be an ongoing project throughout the 2011-2012 academic years. At the end of the semester, your portfolio will be evaluated and returned to you. Throughout student teaching you will be expected to continually revise your portfolio.
The kinds of exhibits that are typically included in a teaching portfolio are listed below. This is by no means an exhaustive list of possible kinds of evidence concerning your knowledge and abilities as a teacher. Think carefully about what you place in your portfolio, since its purpose is to reflect you and your approach to teaching. Organize your work in an attractive, 3-ring binder (vinyl or leather folders are available at office supply stores), with labeled section dividers.
Organizing your Teaching Portfolio
1. Evidence of experience, knowledge, skill, and dispositions as an educator
a.Resume
b. Philosophy of teaching
c. Papers or projects from education courses
d. Letters of recommendation
e.URL for your personal teaching Web page (optional)
2. Relevant work, including work in progress
a. Unit and lesson plan(s) you developed
b. Descriptions of past teaching experiences
c. Examples of your students' work
d. Evaluation and validity of student assessment related to the overall assessment and individual
questions
3. Evaluation and reflection
a. Self-reflection from journals
b. Compiled comments from microteaching with reflection on validity of critiques,
changes that could be made in the lesson and successful strategies employed in the lesson
c. Supervisor's evaluations of your lessons and teaching along with your reflection on the comments (cooperating teachers during 207,307, or student teaching)
4. Resources and "tools" for teaching.
a. Your resource unit developed during the unit plan
b. A reference list of articles that inform your teaching
c. Discussion of types of technology with which you are familiar and evaluation of the utility of such technology in teaching
Education
Teaching Portfolio Evaluation Rubric
DIRECTIONS: For each category assign a score (0-4) for completeness, relevance, and presentation. Calculate subtotals for each column and a total score.
Criteria
Cover letter/resume
Teaching philosophy
Lesson plans/unit plan
Concept maps or graphic organizers
Work samples- yours/your students Assessment evaluation and validity assignment related to student assessment
Evaluations/ reflections
207/307 microteaching evaluations to show growth
Resources
Completeness: includes rich variety of items relevant to teaching
Relevance: items relate to current & effective materials, methods & content
Presentation: justification of items, creativity, organization, visual appeal, grammar & spelling
SUBTOTALS
TOTAL SCORE = /48
Score of greater than 36 to pass anything less is a revise and resubmit
Scoring key:
0 = Not present. There is limited or no evidence in this category.
1 = Below expectations; unacceptable. Evidence presented is of low quality. Items are not completed in a thorough and professional manner (e.g., sloppy, not typed) or are of variable quality. Further work is required to adequately document the candidate's qualifications.
2 = Meets minimum expectations; fair Evidence presented indicates a minimally acceptable level of competence. Demonstrates some strength, but reveals inconsistent quality and/or clear weaknesses in the candidate's understandings, experiences, and/or abilities as a teacher. Demonstrates that the candidate has the potential to become a satisfactory teacher.
3 = Exceeds expectations; good. Evidence provided indicates that the candidate's competence clearly exceeds minimum expectations for professional practice. Documents work that is consistently of good quality. Documents some experience with, and a good understanding of, issues and practices in education. The portfolio demonstrates that this candidate has the potential to become a good teacher.
4 = Far exceeds expectation; exceptional. Evidence provided indicates that the candidate has the potential to be an exceptionally well qualified teacher. The items are neat, accurate, complete, and professionally presented. The portfolio indicates substantial experience with, and excellent understanding of, issues in education, and a desire and ability to blend theory and practice in ones teaching. high quality.
EDU 201 Teaching Philosophy Paper (7.5% of course grade; goes in department writing portfolio)
What to do:
Write a paper in which you explain your philosophy on teaching at this point in your career based upon the three different approaches from the text. In a sense, you are talking about what parts of each approach you would use, and what specifics you would leave behind. Said another way, if you had to build an approach by taking parts of these approaches, which parts would you choose? For each of these parts, give an explanation for why you would choose it. How does it support learning? How is it beneficial for students? Why is it better than another approach? What does it offer that others do not? There might be parts that you think are better for classroom environment, curriculum, teaching/learning methods, etc.
In talking about these strengths, you can also make references to aspects of other approaches that you do not agree with and that you think are weaknesses. You might disagree with an entire approach, in which case you should state so and explain why. Chapters 5 and 6 summarize many of the strengths and weaknesses of these approaches, and you should definitely consult these chapters as well as the others. You should be engaging concepts such as behaviorism, constructivism, humanism, etc. that are central to these approaches too. If you consult ANY resources (website, book, article, crystal ball, etc.) beyond the text for ANY reason whatsoever, you MUST document this in your paper.
How to do it?
This paper should have 4 sections: Instruction, Classroom management, Assessment, and Curriculum. Organize your response under these areas. Review the 3 different approaches from the book. Re-read Chapters 5 and 6, as they give good summaries and bring the ideas together well. Draw from this material as discussed in the above section to describe your approach to teaching at this point in your career in the 4 sections. You should write no shorter than 1 page (300 words) under teach section.
Grading on back
Grade
Grasp of content
Discussion of content
Writing/presentation
A papers
-Accurately discuss specific aspects of the 3 approaches as related to the 4 sections of the paper
-Accurately reference theoretical aspects of approaches such as constructivism, behaviorism, etc.
-Clearly explains reasons for picking different parts of approaches (strengths/ weaknesses)
-Be free of major grammatical errors
B papers
-Discuss specific aspects of the 3 approaches as related to the 4 sections of the paper
- Reference theoretical aspects of approaches such as constructivism, behaviorism, etc.
-Explains reasons for picking different parts of approaches (strengths/ weaknesses)
-Be free of major grammatical errors
C papers
References parts of the 3 approaches but in a very general way. Lacks specificity
-Lacks some explanation for choosing different aspects of each approach.
-Have some grammatical errors (aka, you should have taken it to the Writers Studio in University Hall!)
( papers
Fundamentally misunderstand or confuse aspects of the 3 approaches. Fail to discuss approaches in enough detail to demonstrate understanding.
-Little to no explanation for choosing different aspects of each approach.
-Too many grammatical errors. Doc P. is now irritated with you.
EDU 202 Educational Psychology
Rubric To Evaluate the Research Paper Signature Assignment
Points
4
3
2
1
Structure
Clear structure (introductory paragraph, sufficient body paragraphs, and concluding paragraphs)
Clear structure (introductory paragraph, sufficient body paragraphs, and concluding paragraphs
Structure (introductory paragraph, sufficient body paragraphs, and concluding paragraphs) is present, but there are some structural issues (short paragraphs, no transitions) that need improvement
Structure is attempted, but structural issues (no/weak thesis statements, disconnected paragraphs, etc) impede understanding the essay
Grammar
Grammar, spelling, and punctuation are always accurate
Grammar, spelling, and punctuation are mostly accurate
Grammar, spelling, and punctuation are sometimes accurate
Grammar, spelling, and punctuation are inconsistent
Writing Flow
Writing flows/ideas are connected
Writing flows/ideas are connected, for the most part
Writing is sometimes staccato (choppy); some ideas are connected
Writing is staccato (choppy), and the ideas are not connected or some ideas are connected, but the ideas may not answer the questions in the prompt
Application of theories from educational psychology
Theory is consistently analyzed, not summarized
Theory present, but the analysis could have been more succinct or more detailed
Theory present but analysis is brief; may read more like a summary
Rare instances of analysis present
Application of the research to one of the stages of child development
Stage indicated and the research is clearly applied
Stage indicated but the research is not aligned
Stage missing from the research discussion
The research presented is unrelated to educational psychology
Citations included
Evidence from text(s) is always used
Evidence from text(s) is used, for the most part
Evidence from text(s) is sometimes used
This paper lacked suitable structure
APA format
All citations are correct
Less than 3 errors
Less than 6 errors
Greater than 6 errors
Rubric Score Sheet
Category
Score
Structure
Grammar
Writing Flow
Application of theories from educational psychology
Application of the research to one of the stages of child development
Citations included
APA format
28/28=100
27/28=96
26/28=92
25/28=89
24/28=85
23/28=82
22/28=78
21/28= 75
20/28=71
Anything below is unsatisfactory
Department: HPER
HPR 130: Character Counts Paper
20 pts
Name _________________
Met
(5 pts)
Partially
Met (3)
Not
Met (0)
Comments
1. Follows instruction for a 1-2 page paper , double-spaced
2. Describes positive qualities.
Fully describes positive qualities in complete detail
Partially describes positive qualities
No details are given
3. Describes distracting qualities
Fully describes distracting qualities
Partially describes distracting qualities
No details are given
4. Relates qualities to career choice
Fully relates qualities to career
Partially relates qualities to career
No relationship given
TOTAL POINTS
HPR 130: Intro to HPER
Assignment: Character Counts
Compose a 1-2 page typed, double-spaced paper that describes your qualities and how they may (1) affect your choice of career and (2) how they may increase your potential for securing a particular job. Also, identify any distracting characteristics that may detract from your potential success.
HPR 415: Annotated Bibliography
Name _________________
Met
(5 pts)
Partially
Met (3)
Not
Met (0)
Comments
Referenced Citation
Paraphrased Article
Validity of Article
Usefulness of Article
Correct APA Style
Total Points
HPR 415: Research Project
Review of Literature (40 pts)
Name _________________
Exemplary (100%)
Adequate (80%)
Inadequate (0%)
Introductory Statement:
Purpose Clearly stated (5 pts)
Clearly states
the purpose
(5)
States the purpose
(3)
Does not state the purpose
(0)
Literature Review:
Discussion Well organized (10 pts)
Well organized; uses transitions to flow from ideas (10)
Somewhat organized
(8)
No evidence of organization
(0)
Thorough (supported w/ sufficient data) (10 pts)
Well-supported; ample evidence of data noted (10)
Somewhat supported with data (8)
Not supported with ample data
(0)
Clarity (5 pts)
Easy to read, (5) effective use of transitions/smooth
Mostly readable, few distractions
(3)
Difficult to (0) read/understand w/out re-reading
APA Style:
12 pt font, Times New Roman, Doubled-spaced, paragraphs correctly formatted (3 pts)
Follows APA format
(3)
Mostly follows APA format
(2)
Does not follow APA format
(0)
Correct Referencing (2 pts)
Uses correct referencing (author,date,yr) (2)
Mostly uses correct referencing (1)
Does not use correct referencing (0)
Grammar/Spelling/Punctuation
(5 pts)
Free of syntax, grammar, punctuation errors
(5)
Mostly free of syntax errors
(3)
Many errors
(0)
TOTAL (40 pts)
Suggestions:
HPR 415: Research Project
Introduction (40 pts)
Name _________________
Exemplary (100%)
Adequate (80%)
Inadequate (0%)
Identifies the problem: (10 pts)
Clearly identifies
the problem
Identifies the problem
Does not present the problem
Thesis Statement: (10 pts)
Clearly stated at end of last paragraph
Stated in body of Introduction
No evidence of thesis statement
Clarity
Easy to read, effective use of transitions/smooth
Mostly readable, few distractions
Difficult to read/understand w/out re-reading
APA Style:
12 pt font (2 pts)
Follows APA format
Mostly follows APA format
Does not follow APA format
Times New Roman (2 pts)
Uses Times New Roman
Does not use Times New Roman
Doubled-Spaced (2 pts)
Double spaces document
Does not double space
1 margins (2pts)
Uses proper margins
Does not use proper margins
Unjustified paragraphs (2 pts)
Document is unjustified
Document is not unjustified
Correct Referencing (2 pts)
Uses correct referencing (author, date, yr)
Mostly uses correct referencing
Does not use correct referencing
Grammar/Spelling/Punctuation
(3 pts)
Free of syntax, grammar, punctuation errors
Mostly free of syntax errors
Many errors
TOTAL (40 pts)
Suggestions:
HPR 415
Conclusion
25 pts
Name ___________________
Restates Thesis 5 pts
Statements move from specific to general 5 pts
Summarizes major points 5 pts
Gives final analysis /suggest future research in area 5 pts
Concluding statement grabs attention of audience 5 pts
TOTAL 25 pts
Suggestions:
HPR 415: Issues and Trends
Rationale
20 pts
Grader _________________
Name __________________
Importance of Topic 4 pts
Data/Statistics that support topic 10 pts
APA Format 4 pts
Grammar 2 pts
TOTAL 20 pts
Comments:
HPR 415: Issues and Trends
Rationale
20 pts
Grader _________________
Name ___________________
Importance of Topic 4 pts
Data/Statistics that support topic 4 pts
APA Format 2 pts
Grammar 2 pts
TOTAL 20 pts
Comments:
HPR 415: Research Project Evaluation
(85 pts)
Project Title ________________________ Name _______________________
Abstract (5 pts)
Introduction (10 pts)
Statement of the Problem (5 pts)
Rationale (20 pts)
Review of Literature (25 pts)
Conclusion (5 pts)
Reference Page (5 pts)
OVERALL (5 pts)
(Clear, Cogent convincing,
Thorough, Well-organized)
APA Format (5)
TOTAL (85 pts)
Comments:
HPER 325 Drug Prevention/Education/Treatment Paper
Grading Rubric
Meets Expectations
(100%)
Partially Meets Expectations (80%)
Does Not Meet Expectations (0%)
Score
Drug program
availability
(5 )
Clearly describes availability of drug program
Omits some important elements of drug program
Does not present drug program availability at all
Screening & assessment
(5)
Concisely states drug program screening & assessment procedures
Only includes a few examples of drug program screening & assessment
No mention of drug program screening & assessment
Drug plan goals
(8)
Briefly explains goals surrounding drug program
Identifies a few goals associated with drug program
Omits goals associated with drug program
Drug program intervention
(8)
Correctly describes drug program intervention
Basically identifies a few drug program intervention strategies
No drug program intervention included
Dignity
(10)
Completely identifies how program ensures patient dignity
Partially identifies how program ensures patient dignity
Does not state how program ensures patient dignity
Targeted subgroups
(10)
Includes current subgroups for particular drug program
Only includes general subgroups for all drug programs
Targeted subgroups not mentioned
Criminal justice system
(10)
Discusses relationship with criminal justice system for particular drug program
Generalizes criminal justice system response for all drug programs
Omits criminal justice system relationship
Community involvement
(10)
Presents current status and recommendations for particular drug program
Includes only general status and generalized recommendations drug programs
Does not include any community involvement issues in drug programs
Clarity
(8)
Logical progression, good readability,
Smooth transitions
Mostly presented in logical progression with a few distractions
Difficult to read, lacks logical sequence
APA Style
(8)
Follows APA format
Mostly follows APA format
Does not follow APA format
References
(8)
Uses correct references
Contains mostly error-free references
Referencing is not correct
Paper mechanics
(8)
No syntax, grammar, punctuation errors
Mostly free of syntax, grammar, punctuation errors
Many errors
Punctuality
(2)
Submitted on or before due date
Late submission
Total (100): ______________
HPR 275: Disease Prevention for the Elderly
Case Study: Part II
After you interview your patient, you will type a 2-3 page assessment on your findings.
Format: Paragraph format, typed, double-spaced, not to exceed 3 pages.
Due Date: Last day of class, stapled together with part I.
Includes:
Paragraph describing your assessment of the health status of the individual (i.e., excellent, average, above-average, below average, poor). This paragraph must use concrete examples from part I to back-up your assessment.
Advice that you might give as a follow-up if you were a health care practitioner. Must include THREE pieces of advice based on your findings.
Can include: exercise, nutrition, sleep, activities of daily living, social interaction, vitamin intake
MUST include why you are giving this advice (e.g., I would recommend that my patient begin to strength train with light weights 3 x per week and intake more calcium due to osteoporosis.).
Remember, no matter how healthy we are, we can always do something better.
To be graded:
Meets expectations
(9-10)
Partially meets
(7-8)
Does not meet
(0-6)
Grammar/spelling/punctuation
Free of syntax, grammar, word choice, punctuation errors
Mostly free of syntax, grammar, word choice, punctuation errors
Many errors
Health status assessment
Clearly, precisely written with plausible reasons
Is not clearly written or is not written with plausible reasons
Neither clearly written nor written with plausible reasons
Advice # 1 (with back-up)
Clearly, precisely describes with plausible reasons
Is not clearly written or is not written with plausible reasons
Neither clearly written nor written with plausible reasons
Advice # 2 (with back-up)
Clearly, precisely describes with plausible reasons
Is not clearly written or is not written with plausible reasons
Neither clearly written nor written with plausible reasons
Advice # 3 (with back-up)
Clearly, precisely describes with plausible reasons
Is not clearly written or is not written with plausible reasons
Neither clearly written nor written with plausible reasons
Conclusion Statements
Clear summary of all findings
Clear summary of most findings
Unclear or inadequate summary findings
Internship Seminar: Resume
Due: Next class
Point value of entire assignment: 36 points
Directions:
1. Using class discussions and the book on reserve in the library, formulate your resume.
2. Remember to use standard formats for a health-related resume
Remember that you are graded on layout, grammar, spelling, punctuation and style. Be sure to double-check your work before you hand it in. Take your time with assignment; you will be sending it out to potential internship sites!
Grading rubric for writing (Possibility of 36 points)
Topic
Meets expectations
Partially meets
Does not meet
Layout is aesthetically pleasing
Columns are lined-up
Clear presentation of ideas
Correct language mechanics (spelling, punctuation, grammar)
Proper verb tenses
Proper word choice
Relevant examples
Clear relationship b/n point of view & examples
Letter is geared toward health field
Aesthetics (Professional lay-out and look)
Space of paper used adequately
Reference list is complete
This sheet must be attached to completed assignment. Please note: this assignment will be graded and handed back to you for re-submission following corrections.
Internship Seminar: Cover Letter
Due: Next class
Point value of entire assignment:
Directions:
1. Using class discussions and the book on reserve in the library, formulate a cover letter that is tailored to you and your goals.
2. Remember to include at least 3 complete paragraphs and to use proper business letter format.
3. If you already have a possible internship site in mind, write the cover letter to them.
Remember that you are graded on content, grammar, spelling, punctuation and style. Be sure to double-check your work before you hand it in. Take your time with these answers because we will be using these questions as a basis for the semester.
Grading rubric for writing (Possibility of 21 points)
Topic
Meets expectations
Partially meets
Does not meet
Business letter format
Clear presentation of ideas
Sentences are coherent and flow into paragraphs
Correct language mechanics (spelling, punctuation, grammar)
Proper word choice
Relevant examples
Clear relationship b/n point of view & examples
Letter is geared toward a particular opening
Aesthetics (Professional lay-out and look)
This sheet must be attached to completed assignment.
Please note: this assignment will be graded and handed back to you for re-submission following corrections.
DEPARTMENT OF HEALTH, PHYSICAL EDUCATION & RECREATION
WRITING PROFICIENCY PORTFOLO RUBRIC
Students Name: _________________________________________
Directions:Record the following for students writing assignment in your course(s). Writing assignments that meet the 80% proficiency, as specified by the department, will remain a part of the students portfolio. Once the student has four (4) proficient pieces in this portfolio, he/she will have completed the WPP. Be sure the rubric used is attached to
the writing assignment.
Date
Course #
Writing Assignment
Score
(Earned/Possible)
% Proficiency
Instructor
Department: History & Political Science
Writing Rubric for Portfolios*
1.) Thesis
2.) Grammar
3.) Structure
4.) Correct usage of sources also correct use of facts
5.) Citation usage
A
B
C
D
F
Thesis-20%
Author directly addresses main question or issue, and adds new insight to the subject. He/She is able to synthesize this knowledge in new ways.
Author competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great and is able to communicate this knowledge to others.
Author attempts to address main question or issue, but fails. The author does not fully understand the meaning or context of what he/she has presented and cannot clearly convey it to others.
The final product does NOT address main question or issue, and it is obvious that author has not has little understanding of the subject.
The author completely fails to address the question or provide evidence.
Grammar-10%
No spelling or grammar errors are found. Uses proper tenses and avoids passive voice.
Minimal spelling and grammatical errors. Some passive voice found in paper. Some tense usage problems.
The paper is riddled with passive voice. Spelling and grammar errors distract from the argument. Tense usage is inconstant.
Written entirely in the passive voice. Spelling and grammatical errors indicate a lack of proofreading.
No attention paid to grammar-numerous spelling and other grammar errors show no effort at proofreading.
Structure-20%
Essay contains a clear argumenti.e., lets the reader know exactly what the author is trying to communicate.
An argument is present, but reader must reconstruct it from the text.
Author attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context).
No attempt is made to articulate an argument.
Correct usage of sources-40%
Evidence is used from a wide range of sources, Uses mainly primary sources to base thesis on.
Evidence is used from many sources, but author relies heavily on secondary sources. Primary sources are used, but not extensively.
Uses only a few sources. Relies primarily on secondary sources for evidence and research in primary sources is minimal.
An overreliance of secondary sources and minimal primary sources are used.
Does not use primary sources at all.
Citation Usage 10%
All evidence is properly cited in footnotes or endnotes based on the Chicago Manuel of Style
All evidence is cited in footnotes or endnotes, but there are some minor problems with completeness or format of some citations.
Some pieces are unreferenced or inaccurately referenced, and there are problems with completeness and format of citations.
No attempt is made to cite evidence.
Does not appear to used sources.
*Portfolios will be judged on a pass-fail system.
Department: Psychology
Student Name________________________________
A successful portfolio has
(circle one)
No significant patterns of sentence-level errors:
Yes/No
Effective, coherent, and unified paragraphs:
Yes/No
Appropriate use of rhetorical strategies and techniques to
effectively complete the purpose of the piece of writing:
Yes/No
Content that reflects college level analysis:
Yes/No
(A No on any count constitutes a Does NOT Meet Expectations judgment on the Portfolio)
Faculty Member Name_________________________________
Department: SOCIOLOGY AND ANTHROPOLOGY
Writing Proficiency Portfolio Certification Procedure
As part of the Lincoln University Graduation requirements, students majoring in the Sociology and Anthropology Department shall complete four Writing Intensive courses designated by their Chair and/or advisor of the major department.
Anthropology SOC 354.01 Anthropology of Religion
SOC 321.01 Ethnography: The Science of Fieldwork
SOC 410.01 Senior Seminar
Sociology
SOC 318.01 Sociological Theory
SOC 410.01 Senior Seminar
Human Services
SOC 243.01 Introduction to Human Services
SOC 341.01 Field Placement
Criminal Justice
SOC 301.01 Law and Society
SOC 410.01 Senior Seminar
Center of Excellence in Business and Entrepreneurial StudiesWriting Portfolio Assessment Rubric
Student Name ________________________________________________ Class of __________________
Faculty Member Name _______________________________________________
Procedure: All portfolios are evaluated with the expectation that students perform at or above proficient. Portfolios will be evaluated by two full-time members of the Business Department. In the event of a disagreement, a third reader will evaluate the portfolio.
Portfolio Contents:
A portfolio is assessable if it contains:
Conference Presentations
Personal Statements
Essays
Resumes
In-class writing assignments from a 200 level (or higher) Business Department core course
At least one other writing assignment from a 200 level (or higher) Business Department Writing Intensive course, filed by the course instructor.
Any writing assignment submitted by the student. Students are encouraged to submit to the Department Administrative Assistant copies of any paper from any 200 level (or higher) course that they feel reflect their true writing proficiency. The Administrative Assistant will file the papers in the portfolio, and they will be included in the review.
A minimum of three items is necessary to meet the requirements for a complete portfolio
Holistic Score
Advanced
Proficient
Basic
Below Basic
Writing Application
Ideas/Content
Skillfully demonstrates understanding of text(s) or bibliographic references by describing a central idea
Demonstrates understanding of text(s) or bibliographic references by describing a central idea
Demonstrates a limited understanding by retelling events that loosely link to a central idea
Relies on known or anecdotal information
Analysis
Analyzes ideas critically and seeks documented support
Identifies and describes ideas critically and seeks documented support
Identifies literary elements using vague descriptions or vaguely documents support
No evidence or understanding of literary or critical project elements
Interpretation
Skillfully reacts to texts/ideas/literary elements within texts
Reacts to texts/ideas/literary elements within texts
Interpretation is limited to a retell of selected events
Interpretation is erroneous or absent
Support
Supports interpretations convincingly by relating relevant prior knowledge to textual information
Supports interpretation by relating prior knowledge to textual information
Prior knowledge is marginally related to textual information
Erroneous or no evidence is offered to support interpretations
Writing Strategies
Organization
Writer selects a compelling focus
Writer selects a clear focus
Ideas are loosely related to the focus
Ideas are incoherent
Voice
Writers voice adds interest to the message
Writers voice is appropriate to the audience and purpose
Writers voice is mechanical and/or repetitive (e.g., series of facts/ideas)
No sense of voice, purpose and/or audience
Word and Language Choice
Words/phrases convey meaning appropriate to the genre.
Skillfully uses descriptive words and sensory details
Words/phrases convey meaning appropriate to the genre.
Uses descriptive words and sensory details appropriately
Words/phrases are vague/general.
Includes some descriptive words and sensory details
Limited or inappropriate use of vocabulary
Sentence Fluency
Skillfully uses complete and coherent sentences
Sentences are complete and coherent
Sentences are usually complete and coherent
Sentences are incomplete/incoherent
Conventions
Shows creativity and flexibility when using conventions to enhance meaning
Uses college level appropriate conventions; errors are minor and do not obscure meaning
Uses college level appropriate conventions; errors occasionally obscure meaning
Limited understanding of college level appropriate conventions