Purposefully uses feedback to make meaningful Independently proofreads and completes edits Some evidence of use of feedback to make Minimal completion of edits with support from revisions with use of a checklist meaningful revisions adult Demonstrates use of feedback to make Little evidence of use of feedback to make meaningful revisions meaningful revisions Cues and Convention PRAGMATIC PRAGMATIC PRAGMATIC PRAGMATIC CC9.4a/b Use pragmatic, textual, syntactical, A skillful, thoughtful use of inclusive language Appropriate use of inclusive language for Language is inconsistent for purpose and Language is inappropriate for purpose and for audience and purpose that demonstrates audience and purpose that demonstrates respect audience may not always demonstrate respect for audience semantic/lexical/morphological, graphophonic and other cues to construct and communicate meaning respect for all for all all Tone, voice, and point of view are not evident Tone, voice, and point of view are clearly Tone, voice, and point of view are evident Tone, voice, and point of view are sometimes Limited use of Canadian English established and purposeful Appropriate use of Canadian English evident Consistent use of Canadian English use of Canadian English TEXTUAL TEXTUAL TEXTUAL TEXTUAL Effective use of transitions to make writing flow Use of transitions to make writing flow Little use of transitions so flow is impeded Improper or no use of transitions blocks flow of Compelling leads, effective bodies, and Use of strong leads, coherent bodies, and Inconsistent use of leads, weak bodies, and ideas insightful or original conclusions for a variety of effective conclusions for a variety of written texts conclusions for a variety of written texts Inadequate use of leads, incomplete bodies, written texts Purposeful use of literary devices Some use of literary devices and weak or unsupported conclusions for a Strategic and effective use of literary devices variety of written texts Limited use of literary devices SYNTACTICAL SYNTACTICAL SYNTACTICAL SYNTACTICAL Original and powerful sentence combinations Clear, complete, varied use of sentence Some use of sentence combinations to convey an Limited and sometimes incorrect use of to convey an idea combinations to convey an idea idea sentence combinations to convey an idea use of co-ordination, subordination, use of co-ordination, subordination, use of co-ordination, subordination, and use of co-ordination, subordination, and Effective Appropriate Basic Limited and apposition of ideas sentences to precisely and apposition of ideas sentences to show apposition of ideas to show relationship between apposition of ideas to show relationship show relationship between ideas relationship between ideas ideas between ideas
Purposefully uses feedback to make meaningful revisions Independently proofreads and completes edits with use of a checklist Demonstrates use of feedback to make meaningful revisions Some evidence of use of feedback to make meaningful revisions Minimal completion of edits with support from adult Little evidence of use of feedback to make meaningful revisions Cues and Convention CC9.4a/b Use pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic and other cues to construct and communicate meaning PRAGMATIC A skillful, thoughtful use of inclusive language for audience and purpose that demonstrates respect for all Tone, voice, and point of view are clearly established and purposeful Consistent use of Canadian English TEXTUAL Effective use of transitions to make writing flow Compelling leads, effective bodies, and insightful or original conclusions for a variety of written texts Strategic and effective use of literary devices SYNTACTICAL Original and powerful sentence combinations to convey an idea Effective use of co-ordination, subordination, and apposition of ideas sentences to precisely show relationship between ideas PRAGMATIC Appropriate use of inclusive language for audience and purpose that demonstrates respect for all Tone, voice, and point of view are evident Appropriate use of Canadian English TEXTUAL Use of transitions to make writing flow Use of strong leads, coherent bodies, and effective conclusions for a variety of written texts Purposeful use of literary devices SYNTACTICAL Clear, complete, varied use of sentence combinations to convey an idea Appropriate use of co-ordination, subordination, and apposition of ideas sentences to show relationship between ideas PRAGMATIC Language is inconsistent for purpose and audience may not always demonstrate respect for all Tone, voice, and point of view are sometimes evident use of Canadian English TEXTUAL Little use of transitions so flow is impeded Inconsistent use of leads, weak bodies, and conclusions for a variety of written texts Some use of literary devices SYNTACTICAL Some use of sentence combinations to convey an idea Basic use of co-ordination, subordination, and apposition of ideas to show relationship between ideas PRAGMATIC Language is inappropriate for purpose and audience Tone, voice, and point of view are not evident Limited use of Canadian English TEXTUAL Improper or no use of transitions blocks flow of ideas Inadequate use of leads, incomplete bodies, and weak or unsupported conclusions for a variety of written texts Limited use of literary devices SYNTACTICAL Limited and sometimes incorrect use of sentence combinations to convey an idea Limited use of co-ordination, subordination, and apposition of ideas to show relationship between ideas
writing_rubric_grade9_2012apr.docx