Write using appropriate formatting. Spelling: Write using correct spelling High School Rubric for Analytical, Argumentative, and Informative Writing 3 2 1 0 Reading and Text Shows full comprehension of ideas both explicit and inferential indicated by grade-level reading standards Accurate analysis and reasoning is demonstrated through ample textual evidence Shows comprehension of ideas indicated by grade-level reading standards Mostly accurate analysis and reasoning is demonstrated through adequate textual evidence Shows limited comprehension of ideas indicated by grade-level reading standards Minimally accurate analysis and reasoning is demonstrated through minimal textual evidence Shows no comprehension of ideas indicated by grade-level reading standards Inaccurate or no analysis and reasoning is demonstrated with little or no textual evidence Writing about Text Addresses the prompt and introduces a or precise claim(s), distinguishing claim(s) from counterclaims Development is even and organized to make important connections and distinctions with relevant support Language creates cohesion and clarifies relationships ideas Formal and objective style and tone consistently demonstrate awareness of purpose and audience Addresses the prompt and states a topic or claim(s) Development is organized with some support and cohesion Language creates cohesion and links ideas Style and tone demonstrate awareness of purpose and audience Addresses the prompt and has an introduction Development and support are minimal Language links ideas Style and tone demonstrate limited awareness of purpose or audience Does not address the prompt Lacks organization, is undeveloped, and does not provide support Language and style demonstrate no awareness of purpose or audience Language Conventions Full command of conventions indicated by grade-level standards Few minor errors do not interfere with meaning Some command of conventions indicated by grade-level standards May have errors that occasionally Limited command of conventions indicated by standards Errors often interfere with meaning No command of conventions indicated by grade-level standards Frequent and varied errors interfere with meaning
Activity 6: Style Revision To add variety and and interest to your essay, apply the stylistic suggestions below. Scan your for the verbs in your thesis and your topic sentences. Make sure they are different in each instance. Refer to pages 38-40 of They Say, I Say for a list of signal verbs. Scan your essay for descriptive word choices. Scan your essay for the following verbs, and then replace them with action verbs: is are was Do an inventory of your sentences. You should have: a variety of sentence beginnings. a variety of sentence lengths. made use of the semicolon to increase sentence complexity. Use parallel structure in your essay at least once.
Extension Task Writing Rubric 3 2 1 0 Reading and Understanding Text Shows full comprehension of ideas both explicit and inferential indicated by grade-level reading standards Accurate analysis and reasoning is demonstrated through ample textual evidence Shows comprehension of ideas indicated by grade-level reading standards Mostly accurate analysis and reasoning is demonstrated through adequate textual evidence Shows limited comprehension of ideas indicated by grade-level reading standards Minimally accurate analysis and reasoning is demonstrated through minimal textual evidence no comprehension of ideas indicated by grade-level reading standards Inaccurate or no analysis and reasoning is demonstrated with little or no textual evidence
Writing about Text Addresses the prompt and introduces a topic or precise claim(s), distinguishing claim(s) from counterclaims Development is even and organized to make important connections and distinctions with relevant support Language creates cohesion and clarifies relationships ideas Formal and objective style and tone consistently demonstrate awareness of purpose and audience Addresses the prompt and states a topic or claim(s) Development is organized with some support and cohesion Language creates cohesion and links ideas and tone demonstrate awareness of purpose and audience Addresses the prompt and has an introduction Development and support are minimal Language ideas Style and tone demonstrate limited awareness of purpose or audience Does not address the prompt Lacks organization, is undeveloped, and does not provide support Language and style demonstrate no awareness of purpose or audience Language Conventions Full command of conventions indicated by grade-level standards Few minor errors do not interfere with meaning Some command of conventions indicated by grade-level standards May have errors that occasionally interfere with meaning Limited command of conventions indicated by grade-level standards Errors often interfere with meaning No command of conventions indicated by standards Frequent and varied errors interfere with meaning __________________________________ Support includes evidence, extended definitions, concrete details, quotations, other information and examples.