| |
A standards |
C standards |
D standards |
|
Completeness |
All components are complete |
Components are all included, but many are inadequate in
development. |
Two or more components are missing. |
|
Ideas |
 | Thoughts are clearly expressed and directly relevant to
understanding the critical approach. |
| Information is selected carefully and purposefully. |
| Examples chosen make the topic both understandable and
interesting.
|
|
| The general idea is provided, but the reader has to work to
understand. |
| Generalities outweigh specific elaboration. |
|
| The writer still needs to clarify the topic. |
| The reader often feels information is limited, unclear, or
simply a loose collection of facts or details that, as yet, do
not add up to a coherent whole. |
| It may be hard to identify the main idea.
|
|
|
Organization |
| Content is organized to follow logically and coherently. |
| Details fit where they are placed. They often enliven the
content by the order. |
| Organization flows smoothly. |
| The entire piece has a strong sense of direction and balance.
|
|
| Sequencing seems reasonably appropriate. |
| Placement of details seems workable, though not always
skillful. |
|
| There is no clear structure for moving from point to point. |
| There are no real lead-ins to set up cited material. |
| There is no real conclusion. |
| There are missing or unclear transitions.
|
|
|
Research |
| Research sources include variety- journals, books, Internet
and other sources. |
| Research shows a sensitivity to reliable resources. |
| Research provides depth to the topic. |
| Paper provides evidence of understanding and appropriate
application of the approach to a text
|
|
| Research shows some variety of sources. |
| Research uses some questionable resources |
| Topic is broadly covered |
| Application is superficial though clear and correct.
|
|
| Resources show no variation. |
| There is little variation in resources used. |
| Topic is inadequately covered |
| Application is inaccurate or incomplete.
|
|
|
Fluency
(Sentence Construction) |
| Well crafted sentences, with a strong and varied structure |
| Writing has effective cadence |
| Sentences vary in structure and length, making the reading
pleasant and natural, never monotonous
|
|
| Sentences are grammatical and fairly easy to read. |
| Some variation in length and structure are evident. |
| Some graceful phrasing intermingles with mechanical structure.
|
|
| Short, choppy sentences bump the reader through the text. |
| Repetitive sentence patterns grow distracting or monotonous. |
| The reader must often pause and reread to get the meaning.
|
|
|
Conventions |
| Text appears clean, edited, and polished. |
| Text length and complexity demonstrates control of language |
| Excellent control over a wide range of standard writing
conventions
|
|
| Errors are somewhat distracting, but do not seriously obscure
meaning. |
| Text is readable, but could use some editing and polishing. |
| Reasonable control over conventions
|
|
| Errors are frequent enough to distract the reader |
| Reader needs to continually re-read for meaning. |
| Little control over conventions
|
|
