Standards+and+Grading+rubrics

6+1 Writing Rubric Research Paper


 * || **5**  ||  **3**  ||  **1**  ||
 * Ideas || This paper is clear and focused. It holds the reader's attention. Relevant details and quotes enrich the central theme. || The writer is beginning to define the topic, even though development is still basic or general. || As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. ||
 * Organization || The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. || The organizational structure is strong enough to move the reader through the text without too much confusion. || The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure. ||
 * Voice || The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing. || The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling. || The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience. ||
 * Word Choice || Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging. || The language is functional, even if it lacks much energy. It is easy to figure out the writer's meaning on a general level. || The writer struggles with a limited vocabulary, searching for words to convey meaning. ||
 * Sentence Fluency || The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. || The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid. || The reader has to practice quite a bit in order to give this paper a fair interpretive reading. ||
 * Conventions || The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touchups would get this piece ready to publish. || The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability. || Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make the text difficult to read. ||
 * Presentation || The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye. || The writer's message is understandable in this format. || The reader receives a garbled message due to problems relating to the presentation of the text. ||

Research Standards

Research to Build and Present Knowledge

 * W.5.7.Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * W.5.8.Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
 * W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


 * Text Type and Purpose **
 * W.5.2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
 * Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
 * Link ideas within and across categories of information using words, phrases, and clauses (e.g., //in// //contrast//, //especially//).
 * Use precise language and domain-specific vocabulary to inform about or explain the topic.
 * Provide a concluding statement or section related to the information or explanation presented.


 * Presentation of Knowledge and Ideas **
 * SL.5.4.Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
 * SL.5.5.Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
 * SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.