Grade Level Entry (circle one): 3 4 5 6 7 8 9 10 11 12 Entry Number: ___________ Judge's Initials: ______________ Essay Category 5 points 3 points 1 Score for Each Row Organization Uses appropriate transitions between and within paragraphs for consistently clear, smooth, and logical relationships among ideas. Uses inconsistent transitions and the relationships between ideas is sometimes unclear. Uses no transitions and therefore lacks paragraphing and is illogical and confusing or essay is too short to have any organization. Ideas and Explanations Ideas and explanations (at least 2) are insightful, thorough, convincing, and supported by a variety of compelling evidence that appeals to logic and emotion. Ideas and explanations are mostly understandable and on topic, but evidence is limited and explanations are often too simple, obvious, brief, vague or illogical. and explanations are absent, irrelevant, unsupported by evidence, or incomprehensible. Style and Voice The writing is a “pleasure to read” – graceful, uncluttered, rich, and vivid. The writing is functional but sentence variety and vocabulary are limited or style is lively but The writing has serious flaws in that the sentences are hard to understand or is too to judge. Grammar and Mechanics Errors are rare or absent. Errors are frequent and sometimes obstruct meaning. Errors are pervasive and obstruct meaning or essay is too short to judge grammar and mechanics. Appearance >>>>>>>>>>>> >>>>>>>>>>>> Neatly typed and smartly formatted. TOTAL (out of 21) >>>>>>>>>>>> >>>>>>>>>>>> >>>>>>>>>>>> THIS WORK IS (circle one): High Medium Low _______________________________________________________________________________________
Grade Level Entry (circle one): 9 10 11 12 Entry Number: ___________ Judge's Initials: ______________ Poem/Song Category 5 points 3 points 1 point Score for Each Row Organization and Overall Impact The form of the poem/song is appropriate to the subject. The poem enables the reader to see, hear, feel, or think about the subject in a new way or in a more potent way than before. The form of the poem/song could be more appropriate to the subject. The poem enables the reader so see, hear, feel, or think about the subject, but it is accomplished through clichés, worn-out images, or predictable choices. The form of the poem/song is not appropriate to the subject. The poem/song does not enable the reader to see, hear, feel, or about the subject. Elements of Poetry/Music Sensory details and figurative language create images that contribute significantly to the meaning of the poem; sound devices such as rhyme, alliteration, or onomatopoeia, are used effectively and contribute to the meaning of the poem/song. Word choice is vivid and exact throughout. Sensory details and figurative language may be overused, underused, and sometimes inappropriate to the subject; sound devices, such as rhyme, alliteration, or onomatopoeia, may be overused or underused, or they may inconsistently add meaning to the poem/song. Word choice is sometimes vague, repetitive, or imprecise. There is not use - or consistently confusing or inappropriate use – of sensory details, figurative language, or sound devices. Words may be misused or unclear. Grammar, Usage, Mechanics, and Spelling There are few or no errors in mechanics, usage, grammar, or spelling. There are some errors in mechanics, usage, grammar, or spelling. There are consistent errors in mechanics, usage, grammar, or spelling. Appearance >>>>>>>>>>>> >>>>>>>>>>>> Neatly typed and smartly formatted. TOTAL (out of 16) >>>>>>>>>>>> >>>>>>>>>>>> >>>>>>>>>>>>