Criterion 5=Advanced 4=Proficient 3=Developing 2=Beginning Accuracy Provides either Provides a Provides an Provides a a correct or plausible incorrect summary of the logically response but interpretation text without plausible may at times of the prompt analysis or response that lapse in and does not connection directly explanation or focus on what is addresses the analysis expected focus of the prompt Supporting Cites precise, Cites general Cites little or Cites irrelevant Evidence relevant evidence that irrelevant or no evidence evidence that supports the evidence but advances the thesis or claim lacks a solid thesis or claim connection Analysis and Provides Provides Provides a more Is unable to Elaboration substantial adequate literal demonstrate an elaboration and elaboration that comprehension understanding analysis that are an of the text and of the prompt original and understanding prompt; more and cannot sophisticated; of the text; recall in nature; move beyond engages the moves beyond ideas are mere recall of reader to summarizing predictable; the text; lacking examine the and applying some connections thesis and to what is obvious; connection but move beyond the lacks critical the obvious interpretation is components to relevant promote understanding Grammar Sentences are Correct Sentences do Lacking sophisticated; sentence not vary and at complete transitions are structures; times are sentences and natural; transition are incomplete; transitions; structure of sometimes forced many grammar writing adds to forced; transitions; errors understanding; structure is structure is minimal predictable; a a formulaic; grammar errors few grammar grammar errors but none that errors but none do interfere interfere with that interfere with meaning meaning with meaning Note: The main aspect of any rubric is the reflection of the language of the standards. Blank Template
Criterion 5=Advanced 4=Proficient 3=Developing 2=Beginning Accuracy Provides either a correct or logically plausible response that directly addresses the focus of the prompt Provides a plausible response but may at times lapse in explanation or analysis Provides an incorrect interpretation of the prompt and does not focus on what is expected Provides a summary of the text without analysis or connection Supporting Evidence Cites precise, relevant evidence that advances the thesis or claim Cites general evidence that supports the thesis or claim Cites little or irrelevant evidence but lacks a solid connection Cites irrelevant or no evidence Analysis and Elaboration Provides substantial elaboration and analysis that are original and sophisticated; engages the reader to examine the thesis and to move beyond the obvious Provides adequate elaboration that an understanding of the text; moves beyond summarizing and applying what is obvious; the interpretation is relevant Provides a more literal comprehension of the text and prompt; more recall in nature; ideas are predictable; some connection but lacks critical components to promote understanding Is unable to demonstrate an understanding of the prompt and cannot move beyond mere recall of the text; lacking connections Grammar Sentences are sophisticated; transitions are natural; structure of writing adds to understanding; minimal grammar errors but none that interfere with meaning Correct sentence structures; transition are sometimes forced; structure is predictable; a a few grammar errors but none that interfere with meaning Sentences do not vary and at times are incomplete; forced transitions; structure is formulaic; grammar errors do interfere with meaning Lacking complete sentences and transitions; many grammar errors Note: The main aspect of any rubric is the reflection of the language of the standards. Blank Template
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