Rubrics

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4

Restate

The question is not restated. Begins with "because, so, or that"

There is an attempt to restate, but it is not clear.

There is an attempt to restate the question partially.

The question is clearly restated. The reader is not guessing what you are talking about.

Answer

There is no answer or the answer has nothing to do with the question.

The answer is partly correct, incomplete, or student does not show a clear understanding of how to respond.

The answer is partly correct or incomplete, but shows some understanding.

The question is answered fully and correctly, showing that the writer is aware of what kind of question it is and how to properly respond to it.

Cite examples

There are no examples.

An example is provided or examples are present, but do not support the key idea.

A general reference is provided and the writer was partially clear in explaining how it supported the key idea.

Two or more specific quotes or references from the text are provided that are relevant to the question and fully support the answer.

Extend

No attempt to support the answer or give examples.

The real life example does not connect to the question/answer or the explanation is not extended.

The real life example shows some connection to the question/answer.

The student has extended the answer by explaining and/or providing examples with connection to real life. (to self, text, or world)

Reread

There is no evidence that the response has been re-read, revised, or edited.

There is some evidence that the response has been re-read, revised and edited and no more that 10 errors exist in spelling, grammar, capitalization, or punctuation.

There is some evidence that the response has been re-read, revised and edited and no more that 5 errors exist in spelling, grammar, capitalization, or punctuation.

There is clear evidence that the response has been reread, revised, and edited: all parts of RACER are present, there are not more that 2 errors in spelling, grammar, punctuation, and capitalization.

Areas

#1 Inadequate Command

#2 Limited Command

#3 Partial Command

#4 Adequate Command

#5 Strong Command

Content and Organization

 May lack opening/closing

 Minimal response to topic, uncertain focus

 No planning evident, disorganized

 Details, random, confusing, inappropriate, or barely apparent

 May lack opening/closing

 Attempt to focus

 May drift or shift focus

 Attempts organization

 Few, if any, transitions between ideas

 Details lack elaboration

 May lack opening/closing

 Single focus

 Some lapses or flaws in organization

 May lack some transition between ideas

 Repetitious details

 Several unelaborated details

 Generally has opening/closing

 Single focus

 Ideas loosely connected

 Transitions evident

 Uneven development of details

 Has opening/closing

 Single focus

 Sense of unity and coherence

 Key ideas developed

 Logical progression of ideas; ideas flow with no confusion

 Moderately fluent

 Attempts compositional risks

 Details appropriate and varied

Usage

(subject, verb tense, pronouns, word choice)

 No apparent control

 Several/numerous errors

 Numerous errors

 Errors/patterns of error may be evident

 Some errors, but do not interfere with meaning

 Few errors

Sentence Construction

 Many incomplete or incorrect sentences

 Excessive monotony/same structure

 Numerous errors

 Little variety in syntax

 Some errors

 Some variety

 Generally correct

 Variety of syntax appropriate and effective

 Few errors

Mechanics

(spelling, capitals, punctuation)

 Errors so severe they detract from meaning

 Numerous serious errors

 Pattern of errors evident

 Some errors, do not interfere with meaning

 Inconsistent pattern of errors

 Few errors