1. The Cranston High School West graduate will exhibit proficient communication skills through reading, writing, listening, and speaking.
Targeted Achievement: 1.1 Write effectively using Standard English and/or world languages in a variety of formats for a variety of purposes and audiences.
RUBRIC
MS Word - printable copy
MS Word - printable copy
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Levels of Performance
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Criteria
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Exemplary
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Proficient
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Emerging
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Beginning
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Indicators
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| Engage reader | Establishes a context and engages the reader by considering audience and establishing an authoritative voice with creativity and a flare for the language. | Establishes a context and engages the reader by considering audience and establishing of an authoritative voice. | Attempts to establish context and engages the reader; however, introduction is not clear. | Attempts to establish context, but is weak and/or confusing. |
| Organize and develop persuasive and/or expository writing | Supports valid arguments with highly effective, detailed
evidence, citing sources of information when appropriate; analyzes
evidence in relation to the thesis; addresses and acknowledges several
counterpoints and advances respective rebuttals; uses several strategies
to persuade, for example, anecdotes, statistics, purposeful use of
language that connotes a clear attitude towards the subject without
becoming emotional, details, descriptions, examples, compare/contrast,
etc. The response is logically organized from beginning to end and includes an opening with focused thesis statement, body, and closure. |
Supports valid arguments with detailed evidence, citing
sources of information when appropriate; analyzes evidence in relation
to the thesis; addresses at least one counterpoint and advances a
respective rebuttal; uses at least one strategy to persuade, e.g.,
anecdotes, statistics, details, descriptions, examples, compare'/contrast,
etc. Response organized and includes a thesis statement, opening, body, closure. |
Attempts to support arguments but some evidence lacks
clarity, accuracy or correct citation; lacks clarity in analysis;
lacks a clear counterpoint and/or rebuttal; uses unclear or ineffective
strategies to persuade. Response includes a thesis statement, opening, body, closure, but one or more of these elements not fully developed. |
Arguments not supported with valid or clear evidence;
interpretations inaccurate and/or not correctly cited; little or no
attempt at counterpoint and rebuttal; little attempt at using strategies
to persuade. Organization incomplete, or one or more of the elements causes confusion; thesis statement unclear or absent. |
| Organize and develop narrative and descriptive writing | Descriptive writing includes a strong opening and closing;
writing is logical and well-organized; Consistently uses vivid language;
demonstrates a superior use of strong verbs, adjectives, adverbs,
sophisticated vocabulary, a sentence variety. Narrative writing creates an organizational structure that balances and unifies all narrative aspects of the story; ideas are clearly and effectively developed; establishes a situation, plot, persona, point of view, setting, conflict and resolution; develops complex characters; demonstrates creativity and a flare for language. |
Descriptive writing Includes a good opening and closing;
writing is logical and organized; Uses vivid language; demonstrates
an advanced use of strong verbs, adjectives, adverbs, and new/precise
vocabulary. Narrative writing shows a clear attempt at organization that comes close to unifying the story; digressions are rare; most ideas are clearly expressed; provides an adequately developed plot; characters are adequately developed. |
Includes a satisfactory opening and closing; writing
demonstrates some organization; an unsophisticated use of strong verbs,
adjectives, adverbs, and new vocabulary. Narrative writing lacks focus and a controlling idea; digressions and/or abrupt shifts in the response may interfere with meaning; some ideas may not be clearly expressed; barely develops the plot and characters are superficial. |
Includes a weak opening and closing, writing demonstrates
a lack of organization; uses limited sensory language; demonstrates
little use of strong verbs, adjectives, adverbs, new vocabulary and
sentence variety. Narrative writing demonstrates little or no organization; frequent digressions and/or abrupt shifts in the response interfere with meaning; many ideas are difficult to understand; the plot is difficult to follow or understand and requires further development. Characters show little to no development. |
| Understand English language and world languages conventions | Demonstrates consistent control of grammar and punctuation (subject/verb agreement, irregular plurals, pronoun-antecedent agreement, consistent verb tense, irregular verbs and nouns, parallel structure, etc.) sentence construction including compound complex sentences, and spelling. | Demonstrates control of grammar and punctuation (subject/verb agreement, irregular plurals, pronoun-antecedent agreement, consistent verb tense, irregular verbs and nouns, parallel structure, etc.) sentence construction including compound complex sentences, and spelling; occasional errors do not interfere with meaning. | Demonstrates basic control of grammar, punctuation, sentence construction and spelling; however, frequent errors interfere with meaning. | Does not demonstrate control of grammar, punctuation, sentence construction, and spelling; numerous errors interfere with meaning. |
| Style and Fluency | Ideas clearly expressed and fully developed; writing is fluent and polished with effective transitions. | Ideas clearly expressed and developed; writing is generally fluent with appropriate use of transitions. | Ideas not clearly expressed or developed; fluency and transitions may be lacking. | Ideas difficult to understand; fluency and transitions lacking. |
| Writing process | Demonstrates application of all steps of the writing process including evidence of prewriting (freewriting, brainstorming, item analysis, or clustering); a draft copy that structures ideas into sentences and paragraphs; a revision that thoroughly clarifies thesis, form, supporting information, organization, voice, syntax, diction, mechanics; a final edited draft. | Demonstrates application of all steps of the writing process including evidence of prewriting (freewritng, brainstorming, item analysis, or clustering; a draft copy that indicates an attempt to structure ideas into sentences and paragraphs; a revision that clarifies thesis, form, supporting information, organization, voice, syntax, diction, mechanics; a final edited draft. in which many errors in spelling, punctuation and grammar have been eliminated. | Attempts to apply the steps of the writing process. There is evidence of prewriting and drafting, and attempts to structure ideas into sentences and paragraphs; a revision in which attempts are made to clarify thesis, form, supporting information, organization, voice, syntax, diction, mechanics with help; a final edited draft. | Some of the writing steps presented but lacks a clear understanding of the writing process. |
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Cranston High School West / Cranston
Area Career and Technical Center
School-Wide Expectations for Student Learning / Targeted Achievement Rubrics Revised spring 2005 |
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