|
Evaluation
Criteria
|
Student
needs intervention
|
Student
is developing progress/proficiency
|
Student
demonstrates progress/proficiency
|
|
Comprehension
of material
|
Confusion
over assignment and/or source material; unfamiliarity with
conventions of discourse
|
Awareness
of main points but missing details or more complex connections
|
Insight
into arguments; understanding of material
|
|
Argument
|
Feelings,
impressions, summary description or simple assertion
|
Mix of
opinion and argument/evidence without a clear point of view
|
Clear,
supported claims leading to a point of view; important terms
and concepts are defined
|
|
Organization
|
Confused
or arbitrary order
|
Structure
of inconsistent quality; choppy transitions; sometimes
imitates order of source material
|
Parts of
the paper progress logically to form a whole argument
|
|
Paragraph
coherence
|
Paragraph
contains multiple points in random order
|
Sentences
address a single topic but appear in arbitrary order
|
Paragraph
develops a controlling idea
|
|
Use
of evidence
|
Spare,
misinterpreted details without apparent connection to larger
points
|
Basic
supporting evidence but without sufficient detail
|
Persuasive,
sufficient, representative, and relevant evidence
|
|
Clarity
and coherence of expression
|
Vague
constructions; improper word usage
|
Sentence
construction is simple and repetitious, includes some inflated
diction, colloquial language and/or imprecise expression
|
Clear
sentences; precise word usage and appropriate tone
|
|
Grammar
& Mechanics
|
Ungrammatical
constructions and punctuation errors; faulty sentence
structure
|
Acceptable
sentence structure; infrequent grammar errors
|
Mastery of
mechanics of writing and style
|
