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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



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



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











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


Human Services

SOC 243.01 Introduction to Human Services

SOC 341.01 Field Placement

Criminal Justice

SOC 301.01 Law and Society


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