Rubric Writing from Knowledge and Experience Characteristics 6 5 4 3 2 1 Content and Ideas The writing is exceptionally clear and focused. Ideas and content are thoroughly developed with relevant details and examples where appropriate. The writing is clear and focused. Ideas and content are well developed with relevant details and examples where appropriate. The writing is generally clear and focused. Ideas and content are developed with relevant details and examples where appropriate, although there may be some unevenness. The writing is somewhat clear and focused. Ideas and content are developed with limited or partially successful use of examples and details. The writing is only occasionally clear and focused. Ideas and content are underdeveloped. The writing is generally unclear and unfocused. Ideas and content are not developed or connected. Organization The writer’s control over organization and the connections between move the reader smoothly and naturally through the text. The writer’s control over organization and the connections between ideas effectively move the reader through the text. The response is generally coherent, and its organization is functional. There may be evidence of an organizational structure, but it may be artificial or ineffective. may be little evidence of organizational structure. There may be no noticeable organizational structure. Style and Voice The writer shows a mature command of language including precise word choice that results in a compelling piece of writing. The writer shows a command of language including precise word choice. The writer’s command of language, including word choice, supports meaning. Vocabulary may be basic. Vocabulary may be limited. Conventions Tight control over language use and mastery of writing conventions contribute to the effect of the response. The language is well controlled, and occasional lapses in writing conventions are hardly noticeable. Lapses in writing conventions are not distracting. Incomplete mastery of over writing conventions and language use may interfere with meaning some of the time. Limited control over writing conventions may make the writing difficult to understand. Lack of control over writing conventions may make the writing difficult to understand. Not ratable if: a) off topic b) illegible c) written in language other than English d) blank/refused to respond Appendix #2c
An Inquiry Grammar Lesson Plan Find a short piece of mentor text that illustrates the concept you wish to teach. A phrase, a sentence, a paragraph will do. Have students discuss what they notice about the mentor text—e.g., “There sure are a lot of clauses in this sentence.” See if they can give the observed phenomenon a name. If not, supply it. This is your teachable moment. NAMING-CALKINS Ask the question, “What does this structure do for the piece?” Makes it clearer, more interesting etc. CREATING THEORIES- CALKINS With the teacher, look at several other examples from the text at hand. Have the students find their own example from the text. Have the students write their own original phrase, sentence, paragraph utilizing the structure from the lesson. Make sure the student writes a sentence phrase or paragraph from the text into their writer’s notebook. Also have them put their original demonstration of the structure in their writer’s notebook. Appendix #7c2
Ponyboy: Randy: Ponyboy: Randy: Ponyboy: Ponyboy: (thinking) Ponyboy: Randy: Ponyboy: Two-Bit: Ponyboy: Two-Bit: Ponyboy: Ponyboy: (thinking) than anything. He thought sure they were gonna raise the roof. You know what they did? They thought it was something they’d done. They thought it was their fault – that they’d failed him and driven him to it or something. They took all the blame and didn’t do anything to him. If his old man had just belted him – just once, he might still be alive. I don’t know why I’m telling you this. I couldn’t tell anyone else. My friends – they’d think I was off my rocker or turning soft. Maybe I am. I just know that I’m sick of this whole mess. That kid – your buddy, the one that got burned – he might die? Yeah. And tonight…people get hurt in rumbles, killed. I’m sick of it because it doesn’t do any good. You
Explain how the gang plays a role for each member, citing examples from the novel. Explain why each member the need to “belong,” citing examples from the novel. Conclude with a summary statement. Possible Answer: (1) Being in a gang is an important part of the Greasers’ lives. The camaraderie of the Greasers has helped each member deal with the hardships in their lives. (2) Ponyboy and his brothers have struggled with losing their parents and having to take care of themselves. They seem to be the ‘heart’ of the Greasers—the solidarity that holds them together. Johnny needs the gang because his home life is terrible with extreme domestic violence. Two-bit comes from a poor, broken home and may be seeking something his family is not able to offer him. Steve’s background isn’t discussed much, but he is best friends with Sodapop and naturally is part of the gang. Dallas comes from gangs in New York and is seen as the “hardest” Greaser. He truly cares for Johnny. (3) The gang serves as a “family” for each of the members. (4) Being part of the Greasers allowed the boys to protect one another and survive their individual situations. Although being socially isolated wouldn't have been a dire situation for most of the boys, it definitely would have made their lives even more difficult. Appendix #12c The Gerund Recognize a gerund when you see one. gerund, without exception, ends in ing. Gerunds are not, however, all that easy to identify. The problem is that all present participles also end in ing. What is the difference? Gerunds function as . Thus, gerunds will be , , , , and . Present participles, on the other hand, complete progressive verbs or act as . Read examples of gerunds: Since Francisco was five years old, swimming has been his passion. Swimming = subject of the verb has been.
Appendix #20a6 in the prompt may not be maintained. Organization The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. The organization of the essay is clear, although it may be predictable. Ideas are logically sequenced, although simple and obvious transitions may be used. The introduction and conclusion are clear and generally well developed. The organization of the essay is apparent but predictable. Some evidence of logical sequencing of ideas is apparent, although most transitions are simple and obvious. The introduction and conclusion are clear and somewhat developed. The organization of the essay is simple. Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical sequencing of ideas. Transitions, if used, are simple and obvious. An introduction and conclusion are clearly discernible but underdeveloped. is some indication of an organizational structure, and some logical grouping of ideas within parts of the essay is apparent. Transitions, if used, are simple and obvious, and they may be inappropriate or misleading. An introduction and conclusion are discernible but minimal. There is little or no evidence of an organizational structure or of the logical grouping of ideas. Transitions are rarely used. If present, an introduction and conclusion are minimal. Language The shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader. Language is competent. Sentences are somewhat varied and word choice is sometimes varied and precise. There may be a few errors, but they are rarely distracting. Language is adequate, with some sentence variety and appropriate word choice. may be some distracting errors, but they do not impede understanding. Language shows a basic control. Sentences show a little variety and word choice is appropriate. Errors may be distracting and may occasionally impede understanding. Sentence structure and word choice are usually simple. Errors may be frequently distracting and may sometimes impede understanding. Sentence structure and word choice are simple. Errors may be frequently distracting and may significantly impede understanding. No Score: Blank, Off-Topic, Illegible, Not in English, or Void