Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Size: px
Start display at page:

Download "Rubric for Scoring English 1 Unit 1, Rhetorical Analysis"

Transcription

1 FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction and thesis statement Effectively addresses class and teacher w/in common conversation about literacy consider the text s ideas Employs thesis statement that focuses writer s summative point ( strong response ) about the text being analyzed. Appropriately addresses the three parts of the assignment: summary, rhetorical analysis, strong response Employs logical sequence of connected s reader s understanding of the text s ideas Effectively frames s around writer s own points, which link to thesis Effectively uses summary, paraphrase, and quotation from the analyzed text as evidence supporting those points Effectively employs tactics of exposition Uses smooth, clear attributive phrases and consistent MLA style parenthetical citations when referring to material from the text being analyzed or to any external material that is not common knowledge Presents accurate MLA works cited list Purpose re rhetorical analysis is discernible but not explicit Addresses class and teacher w/in common conversation about literacy consider the text s ideas Employs thesis statement that establishes some organization for the paper Employs clear arrangement of s reader s understanding of the text s ideas Frames s around general statements Uses summary, paraphrase, & quotation to describe the analyzed text rather than to support points about it Employs tactics of exposition within paragraphs Uses attribution and internal MLA style citations with little awkwardness and few inconsistencies or errors Presents competent MLA works cited list Vaguely expresses writer s purpose in the intro Gives little attention to audience Readers are confused and/or insulted and are not persuaded to consider the text s ideas Employs thesis statement that is formulaic or unrelated to the body s Employs confusing arrangement of s Organization problems make it difficult for a reader to follow the text s ideas States general points that are vague, confusing, or unrelated to thesis; or presents paragraphs without point sentences Paragraphs serve mainly to summarize the analyzed text Omits or uses confusing breaks Omits many attributive phrases and uses few or unclear internal MLA citations Relies extensively on quotations Presents incomplete or inaccurate MLA works cited list STUDENT EXPERT S ETHOS the written text employs an academic voice that July 2009 Demonstrates comprehensive understanding of the Demonstrates personal engagement with the (via the writer s ideas, values, beliefs) reliable and trustworthy grammar, or punctuation Effectively uses sentences with clear subjects and verbs Uses well-chosen vocabulary for an effective academic style Demonstrates general understanding of the Demonstrates some engagement with the mostly unreliable Contains some distracting errors in spelling, grammar, punctuation, or uses ineffective sentence structure, but these problems do not interfere with a reader s comprehension Uses largely appropriate academic word choices and style Demonstrates little or no understanding of the Demonstrates little or no personal engagement with the unreliable Contains numerous distracting errors in spelling, grammar, punctuation, or sentence structure, some of which interfere with a reader s understanding Contains vocabulary choices that are confusing or inappropriate for an academic style

2 FYE Program at Marquette University Rubric for Scoring English 1 Unit 2, Academic Exposition Writing Conventions INFORMATION LITERACY 3 Proficient Outcome Effectively articulates purpose in the introduction and thesis statement in terms of surprising view and knowledge gap Effectively addresses audience as less informed than writer but part of the same conversation about global pop culture Employs writer s ideas as main points Employs logical arrangement of s Employs logical arrangement w/in s by moving from points to particulars Effectively concludes the paper by moving beyond summary reader s understanding of writer s points. Effectively employs summary and rhetorical analysis of readings Effectively states writer s reasoning in support of the thesis Effectively states evidence, supporting writer s thinking with textual references (via summary, paraphrase, & quotation) Effectively focuses on 3 well-chosen texts, at least one w/ view fr. outside U.S. Uses clear attributive phrases and effectively credits sources with consistent internal MLA style parenthetical citations Presents accurate MLA works cited list Announces subject matter in the introduction and/or thesis statement but purpose re surprising view and knowledge gap remains implicit Acknowledges audience as part of a conversation about global pop culture Unevenly uses writer s ideas as main pts Employs clear arrangement of s Employs clear arrangement w/in s but inconsistent in relationship between points and particulars Conclusion contains more than summary reader s understanding of writer s points. Employs more summary than analysis Adequately states and illustrates writer s reasoning in support of the thesis Adequately states evidence, supporting writer s thinking with textual references (via summary, paraphrase, & quotation) Discusses 3 readings, at least one w/ view from outside U.S. Uses attribution and credits sources with internal MLA style citations with only a few inconsistencies or errors Presents competent MLA works cited list Vaguely expresses writer s purpose in the intro; thesis is missing, vague, or only descriptive ( all about writing) Lacks attention to surprising view or knowledge gap Gives little attention to audience Readers are confused and/or insulted and are not persuaded to consider the text s ideas. Focuses on readings, not writer s ideas Employs confusing sequence of s Employs confusing arrangement w/in s Employs no conclusion or one that is a repetitive summary Lack of clear organization makes it difficult for a reader to understand writer s points. Does not demonstrate rhetorical analysis of readings and contains too much summary Refers to readings but doesn t connect them to writer s thinking minimal use of summary and paraphrase Discusses 3 readings unevenly, w/o adequate attention to view fr. outside U.S. Omits many attributive phrases and uses few or unclear MLA style citations Presents incomplete or inaccurate MLA works cited list STUDENT EXPERT S ETHOS The written text employs an academic voice that Demonstrates thorough understanding of Demonstrates personal engagement with reliable and knowledgeable. grammar, punctuation or sentence structure (esp. subject position, active verbs, parallelism, and transitions) Uses well-chosen vocabulary and an employs an effective academic style Demonstrates general understanding of Demonstrates some personal engagement with mostly reliable and knowledgeable. Contains some distracting errors in spelling, structure, but these errors do not interfere with comprehension Employs a largely appropriate academic style Demonstrates minimal understanding of Demonstrates minimal engagement with not particularly reliable or knowledgeable. Contains numerous errors in spelling, structure, some interfering with a reader s understanding Contains vocabulary choices confusing or inappropriate for an academic style July 2009

3 FYE Program at Marquette University Rubric for Scoring English 1 Unit 3, Academic Argument Writing Conventions See ABGW 457. INFORMATION LITERACY 3 Proficient Outcome Uses intro effectively to define issue in a way that acknowledges competing perspectives Effectively asserts major claim in thesis statement and gives overview of argument (may be two sentences) Includes effective justification section Effectively addresses audience as part of common conversation about environmental issues but less informed on specific issue Effectively employs logical sequence to make and defend claim Effectively employs logical arrangement of ideas within each Effectively employs conclusion that moves beyond summary toward action Effectively employs reasons to support thesis argument making and defending a claim about a debatable issue Effectively uses body s to support reasons w/ evidence from reasoning & research Smoothly integrates sources via summary, paraphrase, & quotation as needed Integrates effectively, summarizes and counters a pertinent opposing argument Effectively employs rhetorical analysis in discussion of all sources Uses clear attributive phrases and effectively credits sources with consistent internal MLA style parenthetical citations Presents accurate MLA works cited list Defines issue in introduction in a way that acknowledges competing perspectives Uses thesis statement to present claim; overview of argument vague or missing Includes justification section Addresses audience as part of common conversation about environmental issues but less informed on specific issue Employs reasonably clear sequence Employs reasonably clear arrangement of ideas within each Adequately employs conclusion that does more than summarize Adequately employs reasoned argument making and defending a claim about a debatable issue Adequately states writer s reasons (general points) that support the thesis Adequately supports reasons w/ evidence fr. reasoning & research via summary, paraphrase, & quotation as needed Discusses opposing argument only briefly Contains evidence of rhetorical analysis Uses attribution, and credits sources with internal MLA style citations with only a few inconsistencies or errors Presents competent MLA works cited list Defines issue vaguely, without acknowledging competing perspectives Uses vague or no thesis statement, or thesis is not arguable Omits or gives little attention to justification section Gives little attention to audience Readers are confused and/or insulted and are not persuaded to consider the text s ideas. Presents confusing arrangement of s Presents confusing arrangement of ideas within each Employs vague or summary conclusion The lack of purposeful organization makes it difficult for a reader to understand the text s ideas. Does not demonstrate reasoned argument States reasons that are vague, confusing, or unrelated to the thesis Employs little or no evidence Omits treatment of opposing argument Omits many attributive phrases and uses few or unclear MLA style citations Presents incomplete or inaccurate MLA works cited list July 2009 Continued on the reverse

4 FYE Program at Marquette University Rubric for Scoring English 1 Unit 3, Academic Argument Writing Conventions STUDENT EXPERT S ETHOS the written text employs an academic voice that 3 Proficient Outcome Demonstrates comprehensive understanding of Demonstrates personal engagement with via writer s ideas, values, beliefs Trustworthy. structure Effectively uses sentences with clear subjects & verbs, parallelism, transitions Shows evidence of having attended to old-new contract to enhance readability Uses well-chosen vocabulary for an effective academic style Demonstrates general understanding of Demonstrates some personal engagement with the mostly trustworthy. Contains some distracting errors in spelling, grammar, punctuation, or sentence structure, but these errors do not interfere with comprehension Includes sentence sequences that need transitions, parallel structure, and/or application of old-new contract principles Largely employs appropriate academic style Demonstrates little or no understanding of Demonstrate little or no personal engagement not trustworthy. Contains numerous distracting errors in spelling, grammar, punctuation, or sentence structure, some of which interfere with a reader s understanding Contains no evidence of attention to transitions, parallelism, or the old-new contract Contains vocabulary choices confusing or inappropriate for an academic style

5 July 2009 Continued on reverse FYE Assessment Report Appendix B, FYE Rubrics September 2012 Writing Conventions INFORMATION LITERACY STUDENT EXPERT S ETHOS the written text employs an academic voice that FYE Program at Marquette University Rubric for Scoring English 1 Unit 4, Narrative Literacy 3 Proficient Outcome Effectively defines purpose to examine the rhetorical impact of the textual, cultural, and ethical dimensions of a narrative contained within a text that has broader purposes Effectively addresses class and teacher as an audience curious to read about links among textual, cultural, and ethical dimensions of narrative in this context Effectively employs an interpretive thesis statement to organize paper Employs logical arrangement of s Employs logical arrangement of ideas within each Effectively introduces and concludes paper Effectively employs general points as reasons that support the thesis Effectively states and ties in particular details (from narrative, containing text, and additional texts) as evidence Effectively integrates additional sources (via summary, paraphrase, or quotation) Effectively recognizes and addresses needs for information from external sources Effectively employs rhetorical analysis in discussion of all texts Uses clear attributive phrases and effectively credits sources with consistent internal MLA style parenthetical citations Presents accurate MLA works cited list Demonstrates confident and authoritative understanding of the Demonstrates personal engagement with the (ideas, values, beliefs) reliable. Defines purpose to examine the rhetorical impact of the textual, cultural, and ethical dimensions of a narrative contained within a text that has broader purposes Addresses class and teacher as an audience curious to read about links among textual, cultural, and/or ethical dimensions of narrative in this context Adequately employs an interpretive thesis statement to organize paper. Employs clear arrangement of s Employs clear arrangement of ideas within each Adequately introduces and concludes paper Adequately employs general points as reasons that support the thesis Adequately states and ties in particular details (from narrative, containing text, and additional texts) as evidence Adequately integrates additional sources (via summary, paraphrase, or quotation) Recognizes and addresses needs for information from external sources Pays some attention to rhetorical analysis in discussion of texts Uses attribution and credits sources via internal MLA style parenthetical citations with only a few inconsistencies or errors Presents competent MLA works cited list Demonstrates general understanding of the Demonstrates some personal engagement with the mostly reliable. Vaguely defines purpose and/or does not stipulate textual, cultural, and ethical dimensions of the narrative under analysis. Gives little attention to audience. Readers are confused and/or insulted and not persuaded to Employs no thesis statement or one that does not organize the paper Employs confusing arrangement of s Employs confusing arrangement of ideas within each Employs vague introduction and/or summary conclusion. Lack of purposeful organization makes it difficult for a reader to understand ideas. Does not explain general points as reasons that support the thesis, or states general points that are vague or confusing Employs little or no evidence, or relies primarily on summary Demonstrates ineffective use of additional sources Inadequately addresses needs for information from external sources Pays little or no attention to rhetorical analysis in discussion of texts Omits many attributive phrases and uses few or unclear MLA style citations Presents incomplete or inaccurate MLA works cited list Demonstrates little or no understanding of the Demonstrates little or no personal engagement with the unreliable.

6 FYE Program at Marquette University Rubric for Scoring English 1 Unit 4, Narrative Literacy Writing Conventions 3 Proficient Outcome structure Effectively uses sentences with clear subjects & verbs, parallelism, transitions Shows evidence of having attended to old-new contract to enhance readability Uses well-chosen vocabulary for an effective academic style Contains some distracting errors in spelling, structure, but these errors do not interfere with comprehension Includes sentence sequences that need transitions, parallel structure, and/or application of old-new contract principles Largely employs appropriate academic style Contains numerous distracting errors in spelling, structure, some of which interfere with a reader s understanding Contains no evidence of attention to transitions, parallelism, or the old-new contract Contains vocabulary choices confusing or inappropriate for an academic style

7 See other side for criteria related to nonverbal aspects of delivery. FYE Assessment Report Appendix B, FYE Rubrics September 2012 First-Year English Program at Marquette University Rubric for Scoring Oral Presentations in English 2, All Units CONVENTIONS 3 Proficient Outcome 1. The speaker Effectively conveys purpose of talk near beginning of presentation Effectively establishes ethos of college student expert: authority and engagement Explicitly provides background information connecting to prior class discussion Listeners are definitely persuaded to consider the speaker s ideas. The speaker States purpose of talk Controls material sufficiently to convey ethos of college student expert Provides some background information within context of class discussions Listeners are probably persuaded to consider the speaker s ideas. The speaker Vaguely expresses purpose of talk or leaves it implicit Seems overwhelmed by, failing to convey ethos of college student expert Gives little attention to audience s information needs or classroom context Listeners are not persuaded to consider the text s ideas. 2. Arrangement of information and ideas engages audience. Introduction effectively grabs listeners attention and focuses purpose. Effectively stated main points stand out. Transitions enhance the organization. Conclusion wraps up purpose of presentation in satisfying manner. Audience can follow presentation s arrangement of information and ideas. Introduction is generally focused on speaker s purpose. Main points are clear. Transitions are clear. Conclusion wraps up purpose of presentation adequately. Logic behind arrangement of information and ideas is difficult to follow. Cursory introduction lacks focus in terms of speaker s purpose. Main points are difficult to identify. Transitions are implicit or missing. Presentation stops rather than concludes; wrap up of purpose is unclear or missing. 3. OF IDEAS The speaker Effectively employs reasons & evidence Uses evidence and reasons that effectively engage with audience s values and background knowledge Meets time requirements The speaker Adequately employs reasons &evidence Uses evidence and reasons that connect with audience s values and background knowledge Meets time requirements, but rushed The speaker Employs faulty reasons and/or uses inadequate supporting evidence Does not use evidence and reasons that connect with audience s values and background Doesn t meet time requirements 4. VERBAL DELIVERY Vocabulary is well chosen for a classroom talk. Language is articulated well. Content emanates from speaker s knowledge talk is not memorized or read in sentences from notes. Sentence structure enhances listeners comprehension presentation appears to have been written/planned to be heard. Speaker effectively modulates voice volume as needed. Speaker effectively modulates rate of speaking. Speaker conveys an effective level of enthusiasm. Word choices are appropriate for a classroom talk. Language is generally clearly spoken. Speaker appears uncertain at times, overly reliant on notes or memorization. Sentence structure does not interfere with listeners comprehension but does not appear to have been written/planned for listening audience. Speaker appropriately modulates voice volume as needed. Speaker appropriately modulates rate of speaking. Speaker conveys a generally appropriate level of enthusiasm. Some vocabulary choices are confusing or inappropriate for a classroom talk. Language is too frequently unclear. Talk is memorized or primarily read, making speaker distant from and audience. Sentence structure interferes with listeners comprehension, talk appears to have been written/planned to be read. Speaker does not modulate voice volume as needed. Speaker does not modulate speed of presentation as needed. Speaker does not convey an appropriate level of enthusiasm.

8 5. NONVERBAL DELIVERY Speaker s posture, gestures, and facial expressions enhance delivery. Speaker makes effective eye contact with audience members. Speaker s attire is appropriate and professional. Speaker effectively handles notes, PowerPoint, other props. Speaker s posture, gestures, and facial expressions do not interfere with effective delivery. Speaker looks at audience more than at notes. Speaker s attire is appropriate and professional. Speaker is not overly dependent on notes, PowerPoint, other props. Speaker s posture, gestures, and/or facial expressions are distracting enough to interfere with effective delivery. Speaker looks at notes more than at audience. Speaker s attire is inappropriate or unprofessional. Speaker is overly dependent on notes, PowerPoint, other props. Note: Individual instructors may wish to add a sixth line of criteria related to visual aids for oral presentations; indeed, if you are requiring students to use presentation software during their talks and you are teaching them how to use it effectively, you are advised to establish grading standards for this aspect of the presentations.

9 First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 1, Visual Literacy WRITING CONVENTIONS 3 Proficient Outcome WRITER S ETHOS the written text employs a textual voice that Effectively expresses via introduction & thesis statement assigned purpose to analyze and interpret the rhetorical impact of narrative and cultural elements in two visual texts w/ common denominator Effectively shows how analyzing the two visuals together reveals cultural and narrative dimensions and rhetorical purposes of each Effectively addresses class and teacher w/in common conversation about visual rhetoric and narrative consider the student s ideas. Employs thesis statement that responds specifically to the interpretive assignment, focuses the paper, and forecasts paper s organization Employs logical arrangement of s Employs logical arrangement of ideas within paragraphs Employs effective introduction and conclusion, which moves beyond summary Effectively develops body paragraphs centered on writer s own general points, which serve as reasons supporting the thesis Effectively supports/develops these points with details about the visual texts derived from personal observation, ideas in source texts, and external research Demonstrates confident, authoritative understanding of the assigned interpretive purpose and Demonstrates personal engagement with purpose & (via the writer s ideas, insights, values, beliefs) trustworthy. Expresses in introduction and/or thesis statement assigned purpose to analyze and interpret the rhetorical impact of narrative and cultural elements in two visual texts Connects rhetorical effect of narrative and cultural elements in one text to those of the other Addresses class and teacher as part of common conversation about visual rhetoric and narrative consider the student s ideas. Employs thesis statement that connects with the interpretive assignment, provides focus, and suggests an organizational logic for the paper Employs clear arrangement of s Employs clear arrangement of ideas within most paragraphs Employs a clear introduction and conclusion Adequately centers body paragraphs on statements of writer s own general points, which support the thesis Adequately supports/develops these points with details about the visual texts derived from personal observation, ideas in source texts, and external research Demonstrates general understanding of the assigned interpretive purpose and Demonstrates some personal engagement with purpose & (via the writer s ideas, insights, values, beliefs) mostly trustworthy. Vaguely expresses assigned purpose to analyze and interpret the rhetorical impact of narrative and cultural elements in two visual texts thesis unclear, missing, or purely descriptive Ignores or inadequately develops rhetorical effect of narrative & cultural elements; discussion relies primarily on formal description of the visual texts Gives little attention to conversation and experience shared with audience Readers are not persuaded to consider the text s ideas. Lacks thesis statement connecting to the interpretive assignment, or lacks focus that connects to body of the paper Employs confusing arrangement of s Employs confusing arrangement of ideas within most paragraphs Employs formulaic introduction and conclusion disconnected from interpretive purpose of the paper Organization problems make it difficult for reader to understand text s ideas. States general points that are vague, confusing, or unrelated to thesis; or presents paragraphs without point sentences Presents details that function as description or summary, but not as evidence Or provides too few supporting details Omits or uses confusing breaks Demonstrates little or no understanding of the assigned interpretive purpose and Demonstrates little or no personal engagement with purpose and untrustworthy or unconvincing

10 First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 1, Visual Literacy INFORMATION LITERACY structure Effectively uses sentences with clear subjects & verbs, parallelism, transitions Shows evidence of having attended to old-new contract to enhance readability Uses well-chosen vocabulary for an effective style Effectively addresses need for information fr external sources Effectively employs rhetorical analysis in discussion of all texts Provides clear attributive phrases and effectively credits sources via consistent internal APA style parenthetical citations Presents thorough and accurate APA references list with few or no errors Effectively presents the visual texts under discussion with conventional APA format and captions for visual figures Contains some distracting errors in spelling, structure, but these errors do not interfere with comprehension Needs clearer subject-verb sequences, parallel structures, or explicit transitions to enhance clarity Needs application of old-new contract principles to enhance readability Largely employs appropriate academic style Addresses need for information from external sources Devotes some attention to rhetorical analysis in discussion of texts Provides attribution and credits sources via internal APA style parenthetical citation with only a few inconsistencies or errors Presents competent APA references list with format errors only, no errors Includes the visual texts under discussion but without good APA format and captions for visual figures Contains numerous distracting errors in spelling, grammar, punctuation, or sentence structure, some of which interfere with a reader s understanding Contains little or evidence of attention to subject-verb sequence, parallelism, transitions, or the old-new contract to enhance clarity and readability Contains vocabulary choices confusing or inappropriate for an academic style Inadequately addresses need for information from external sources Includes little or no attention to rhetorical analysis in discussion of texts Includes too few attributive phrases and uses few or unclear APA citations Presents incomplete or incorrectly formatted APA references list Includes the visual texts under discussion without attention to APA formatting, or fails to include them

11 Remaining three categories are on opposite side/next page: Development, Readability, Information Literacy FYE Assessment Report Appendix B, FYE Rubrics September 2012 First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 2, News Literacy WRITING CONVENTIONS 3 Proficient Outcome Effectively expresses via introduction & thesis statement the assigned purpose of evaluating coverage of an event by multiple U.S. & international news media Effectively develops the argument by applying clearly articulated evaluative criteria based on the unit s readings about good quality journalism Effectively yet briefly provides needed contextual information re the event and the news sources under discussion Effectively addresses class and teacher w/in common conversation about the reliability of news reports consider the student s ideas. Expresses in introduction and/or thesis statement the assigned purpose of evaluating coverage of an event by multiple U.S. and international news media Develops the argument by applying explicit evaluative criteria based on the unit s readings about good quality journalism Provides needed contextual information regarding the event and the news sources under discussion Addresses class and teacher as part of common conversation about the reliability of news reports consider the student s ideas. Vaguely expresses the assigned purpose of evaluating coverage of an event by multiple U.S. and international news media thesis perhaps unclear, missing, or purely descriptive Uses vaguely expressed or overly generalized evaluative criteria with minimal reference to the unit s readings Provides inadequate contextual information regarding the event and news sources under discussion OR devotes too much space to summarizing the event Gives too little attention to unit readings and discussion re journalistic reliability Readers are not persuaded to consider the text s ideas. Given the purpose and audience, Effectively employs thesis statement that makes an evaluative claim about the quality of coverage across media outlets and indicates criteria used for the evaluation Employs logical arrangement of s Employs logical arrangement of ideas within paragraphs Employs effective introduction and conclusion, which moves beyond summary Presents thesis statement with evaluative claim about quality of coverage across media outlets and indicates criteria used for the evaluation Employs clear arrangement of s Employs clear arrangement of ideas within most paragraphs Employs a clear introduction and conclusion, which moves beyond summary Lacks thesis statement connecting to the evaluative assignment, and/or presents thesis that neglects to indicate criteria used for the evaluation Employs confusing arrangement of s Employs confusing arrangement of ideas within most paragraphs Employs formulaic introduction and conclusion disconnected from evaluative purpose of the paper Organization problems make it diffi-cult for reader to understand text s ideas.

12 WRITING CONVENTIONS 3 Proficient Outcome WRITER S ETHOS the written text employs a textual voice that INFORMATION LITERACY Effectively supports thesis claim with body paragraphs explaining the criteriamatch process the writer is using to evaluate the news reports under discussion: See framework on ABGW 439 Effectively develops body paragraphs from clear point sentences that state writer s reasoning in writer s own words Effectively uses summary, paraphrase, and quotation to present detailed evidence illustrating and elaborating upon the writer s criteria-match points Effectively summarizes and responds to anticipated objections to criteria or matches Demonstrates confident, authoritative understanding of the assigned evaluative purpose and Demonstrates personal engagement with purpose & (via the writer s ideas, insights, values, beliefs) trustworthy. structure Effectively uses sentences with clear subjects & verbs, parallelism, & transitions Shows evidence of having attended to old-new contract to enhance readability Uses well-chosen vocabulary for an effective academic style Has effectively chosen news sources that fit guidelines in unit assignment Provides access to all five news sources via the Web or clearly labeled paper copy in portfolio Effectively employs rhetorical analysis in discussion of texts Provides clear, accurate attribution and effectively credits sources via consistent internal APA style parenthetical citations Presents thorough and accurate APA references list with few or no errors Adequately supports thesis claim with body paragraphs explaining the criteriamatch process the writer is using to evaluate the news reports under discussion: See framework on ABGW 439 Adequately develops body paragraphs from clear point sentences that state writer s reasoning in writer s own words Adequately uses summary, paraphrase, and quotation to present detailed evidence illustrating and elaborating upon the writer s criteria-match points Adequately summarizes and responds to anticipated objections to criteria or matches Demonstrates general understanding of the assigned evaluative purpose and Demonstrates some personal engagement with purpose & (via the writer s ideas, insights, values, beliefs) mostly trustworthy. Contains some distracting errors in spelling, grammar, punctuation, or sentence structure, but they do not interfere with a reader s understanding Needs clearer subject-verb sequences, parallel structures, or explicit transitions to enhance clarity Needs application of old-new contract principles to enhance readability Largely employs appropriate academic vocabulary Has chosen news sources adequate for unit assignment Provides access to all five news sources via the Web or clearly labeled paper copy in portfolio Devotes some attention to rhetorical analysis in discussion of texts Provides attribution and credits sources via internal APA style parenthetical citation with few inconsistencies or errors Presents competent APA references list with format errors only, no errors Lacks support for thesis claim because body paragraphs do not adequately explain the criteria-match process the writer is using to evaluate the news reports under discussion: See framework on ABGW 439 Presents body paragraphs without clear point sentences stating writer s reasoning in writer s own words Lacks adequate evidence to illustrate and elaborate upon writer s criteria-match points; details too frequently function as description or summary, not evidence Lacks adequate summary or response to anticipated objections to criteria or matches Omits or uses confusing breaks Demonstrates little or no understanding of the assigned evaluative purpose and Demonstrates little or no personal engagement with purpose and (via the writer s ideas, insights, values, beliefs) untrustworthy or unconvincing. Contains numerous distracting errors in spelling, structure, some of which interfere with a reader s understanding Contains little or evidence of attention to subject-verb sequence, parallelism, or transitions Contains little or evidence of attention to the old-new contract Contains vocabulary choices confusing or inappropriate for an academic style Has chosen news sources inadequate for a competent approach to the assignment Does not provide adequate access to all five news sources via Web or clearly labeled paper copy in portfolio Includes little or no attention to rhetorical analysis in discussion of texts Includes too few attributive phrases and/or uses too few, unclear, inconsistent, or inaccurate APA style parenthetical citations Presents incomplete, incorrectly formatted, or inaccurate APA references list

13 First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 3, Civic Literacy WRITING CONVENTIONS 3 Proficient Outcome WRITER S ETHOS the written text employs a textual voice that Effectively establishes a social issue as a rhetorical problem Effectively states its purpose/thesis at the end or the beginning of the essay Effectively addresses general audience of Newsweek My Turn readers Effectively employs genre conventions of creative non-fiction Effectively organizes s Effective organizes ideas within each Effectively introduces and concludes the essay, avoiding a summary conclusion Effectively tells a story linked to larger social issue that would interest readers Effectively reflects on what the story means for writer and others, using reflection as a form of truth-seeking Effectively employs reflections as reasons to support stated purpose/thesis Effectively employs specific details to develop story and provide evidence for reflections Demonstrates confident, authoritative understanding of the Demonstrates personal engagement with the (via the writer s ideas, values, beliefs) trustworthy. structure Employs effective My Turn style Establishes a social issue as a rhetorical problem States its purpose/thesis at the end or the beginning essay Addresses general audience of Newsweek My Turn readers Clearly employs genre conventions of creative non-fiction Clearly arranges s Clearly organizes ideas within most s Adequately introduces and concludes the essay Adequately tells a story linked to larger social issue that would interest readers Adequately reflects on what the story means for writer and others, using reflection as a form of truth-seeking Adequately employs reflections as reasons to support stated purpose/thesis Adequately employs specific details to develop story and provide evidence for reflections Demonstrates general understanding of the Demonstrates some personal engagement with the mostly trustworthy. Contains some errors in spelling, structure, but these errors do not interfere with comprehension Employs some elements of a My Turn style Does not establish a social issue as a rhetorical problem Vaguely states its purpose/thesis Gives little attention to audience Readers are not persuaded to consider the text s ideas. Ineffectively employs (or omits) genre conventions of creative non-fiction Employs confusing arrangement of s Employs confusing organization of ideas within most s Employs vague introduction and/or conclusion Organization problems make it difficult for a reader to understand the text s ideas. Ineffectively links story to larger social issue that may or may not interest readers Ineffectively reflects on what the story means for writer and others, ineffectively using reflection as a form of truth-seeking Ineffectively employs reflections as reasons to support stated purpose/thesis Ineffectively employs specific details to develop story and provide evidence for reflections Demonstrates little or no understanding of the. Demonstrates little or no personal engagement with the. untrustworthy. Contains numerous errors in spelling, structure that interfere with comprehension. Does not employ a My Turn style

14 First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 4, Workplace Literacy WRITING CONVENTIONS 3 Proficient Outcome Effectively defines a workplace problem and proposes a solution Effectively addresses an audience who has the power to solve the problem, with an eye toward (a) informing them, (b) persuading them, (c) generating good will, and (d) saving them time Effectively indicates whether addressee has requested a report or this is an unsolicited recommendation Defines a workplace problem and proposes a solution Addresses an audience who has the power to solve the problem, with an eye toward (a) informing them, (b) persuading them, (c) generating good will, and (d) saving them time Leaves it to readers to infer whether addressee has requested a report or this is an unsolicited recommendation Ineffectively defines a workplace problem and/or proposes a solution Does not address an audience who has the power to solve the problem Neglects to write in ways that (a) inform audience, (b) persuade audience, (c) generate good will, and/or (d) save audience s time Does not indicate whether addressee has requested a report or this is an unsolicited recommendation Readers are not persuaded to consider the text s ideas. Effectively employs business format conventions Effectively organizes individual s around major problem-solution points (Think: topic sentences & skimmability.) Generally follows business format conventions Organizes individual s around major points (Think: topic sentences & skimmability.) Does not follow business format conventions Employs confusing organization of ideas within s (Think: topic sentences & skimmability.) Organizational problems make it difficult to understand the text s ideas. Has effectively selected the information to present as support material Effectively presents the information in terms of reader benefits and needs Effectively employs purpose statement and problem statement in introduction Effectively employs conclusions and recommendations Has selected adequate information to present as support material Adequately presents information in terms of reader benefits and needs Adequately employs purpose statement and problem statement in introduction Adequately employs conclusions and recommendations Has not selected information to present well too much, too little, or confusing Does not present information in terms of reader benefits and needs Ineffectively employs or omits purpose and/or problem statements in introduction Ineffectively employs conclusions and recommendations WRITER S ETHOS the written text employs a textual voice that Demonstrates a confident, business-like ethos, including awareness of ethical and legal concerns knowledgeable and trustworthy. Demonstrates an adequate business-like ethos, including some awareness of ethical and legal concerns mostly knowledgeable and trustworthy. Demonstrates little or no business-like ethos, including little or no awareness of ethical and legal concerns unknowledgeable and untrustworthy.

15 grammar, punctuation or sentence structure Uses well-chosen vocabulary for an effective workplace style Effectively employs strategies of business style (e.g., you-view strategy, positive phrasing, clarity, conciseness, clear subject positions) Effectively provides in-text citation of source materials as needed Contains some errors in spelling, grammar, punctuation, or sentence structure, but errors do not affect comprehension Largely employs appropriate vocabulary for a workplace style Employs strategies of business style (e.g., you-view strategy, positive phrasing, clarity, conciseness, clear subject positions) Provides citations for source materials as needed Contains numerous errors in spelling, structure that affect comprehension Contains vocabulary choices confusing or inappropriate for a workplace style Too frequently neglects to employ elements of appropriate business style (e.g., you-view strategy, positive phrasing, clarity, conciseness, clear subject positions) Does not provide needed citations Note: Instructors who require a cover memo describing the context for the proposal should stipulate criteria for their grading of that memo, perhaps just by having the first column say the written texts.

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

TRAITS OF GOOD WRITING

TRAITS OF GOOD WRITING TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Smarter Balanced Assessment Consortium: Brief Write Rubrics. October 2015

Smarter Balanced Assessment Consortium: Brief Write Rubrics. October 2015 Smarter Balanced Assessment Consortium: Brief Write Rubrics October 2015 Target 1 Narrative (Organization Opening) provides an adequate opening or introduction to the narrative that may establish setting

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

Teachers Guide Chair Study

Teachers Guide Chair Study Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

CARITAS PROJECT GRADING RUBRIC

CARITAS PROJECT GRADING RUBRIC CARITAS PROJECT GRADING RUBRIC Student Name: Date: Evaluator Chair: Additional Evaluators: This rubric is designed to evaluate the whole of the Caritas Project from start to finish. This should be used

More information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

2006 Mississippi Language Arts Framework-Revised Grade 12

2006 Mississippi Language Arts Framework-Revised Grade 12 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Graduate Program in Education

Graduate Program in Education SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings

More information

1 Copyright Texas Education Agency, All rights reserved.

1 Copyright Texas Education Agency, All rights reserved. Lesson Plan-Diversity at Work Course Title: Business Information Management II Session Title: Diversity at Work Performance Objective: Upon completion of this lesson, students will understand diversity

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?

More information

November 2012 MUET (800)

November 2012 MUET (800) November 2012 MUET (800) OVERALL PERFORMANCE A total of 75 589 candidates took the November 2012 MUET. The performance of candidates for each paper, 800/1 Listening, 800/2 Speaking, 800/3 Reading and 800/4

More information

Public Speaking Rubric

Public Speaking Rubric Public Speaking Rubric Speaker s Name or ID: Coder ID: Competency: Uses verbal and nonverbal communication for clear expression of ideas 1. Provides clear central ideas NOTES: 2. Uses organizational patterns

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

English (CRN 20027) Spring 2015 Dr. Christopher Ritter M/W 12:45-2:00, Arts & Sciences G211

English (CRN 20027) Spring 2015 Dr. Christopher Ritter M/W 12:45-2:00, Arts & Sciences G211 English 1102-07 (CRN 20027) Spring 2015 Dr. Christopher Ritter M/W 12:45-2:00, Arts & Sciences G211 Contact Information Office: Arts & Sciences G110m Phone: 678-466-4879 Office Hours: MW 11:00-12:30 /

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

More information

English 491: Methods of Teaching English in Secondary School. Identify when this occurs in the program: Senior Year (capstone course), week 11

English 491: Methods of Teaching English in Secondary School. Identify when this occurs in the program: Senior Year (capstone course), week 11 English 491: Methods of Teaching English in Secondary School Literacy Story and Analysis through Critical Lens Identify when this occurs in the program: Senior Year (capstone course), week 11 Part 1: Story

More information

English Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00

English Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00 English 0302.203 Policy Statement and Syllabus Fall 2017 Instructor: Patti Thompson Phone: (806) 716-2438 Email addresses: pthompson@southplainscollege.edu or pattit22@att.net (home) Office Hours: RC307B

More information

Fears and Phobias Unit Plan

Fears and Phobias Unit Plan Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts

More information

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7 Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate

More information

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND

More information

Tap vs. Bottled Water

Tap vs. Bottled Water Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:

More information

Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.

Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level. The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,

More information

RUBRICS FOR M.TECH PROJECT EVALUATION Rubrics Review. Review # Agenda Assessment Review Assessment Weightage Over all Weightage Review 1

RUBRICS FOR M.TECH PROJECT EVALUATION Rubrics Review. Review # Agenda Assessment Review Assessment Weightage Over all Weightage Review 1 GURU NANAK DEV ENGINEERING COLLEGE, LUDHIANA An Autonomous College Under UGC Act [2(f) 12(B)] (Department of Electronics & Communication Engineering) RUBRICS FOR M.TECH PROJECT EVALUATION Rubrics Review

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

MBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.

MBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits. MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses

More information

Course Law Enforcement II. Unit I Careers in Law Enforcement

Course Law Enforcement II. Unit I Careers in Law Enforcement Course Law Enforcement II Unit I Careers in Law Enforcement Essential Question How does communication affect the role of the public safety professional? TEKS 130.294(c) (1)(A)(B)(C) Prior Student Learning

More information

Rottenberg, Annette. Elements of Argument: A Text and Reader, 7 th edition Boston: Bedford/St. Martin s, pages.

Rottenberg, Annette. Elements of Argument: A Text and Reader, 7 th edition Boston: Bedford/St. Martin s, pages. Textbook Review for inreview Christine Photinos Rottenberg, Annette. Elements of Argument: A Text and Reader, 7 th edition Boston: Bedford/St. Martin s, 2003 753 pages. Now in its seventh edition, Annette

More information

Assessment. the international training and education center on hiv. Continued on page 4

Assessment. the international training and education center on hiv. Continued on page 4 the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

Project Based Learning Debriefing Form Elementary School

Project Based Learning Debriefing Form Elementary School Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth

More information

Adolescence and Young Adulthood / English Language Arts. Component 1: Content Knowledge SAMPLE ITEMS AND SCORING RUBRICS

Adolescence and Young Adulthood / English Language Arts. Component 1: Content Knowledge SAMPLE ITEMS AND SCORING RUBRICS Adolescence and Young Adulthood / English Language Arts Component 1: Content Knowledge SAMPLE ITEMS AND SCORING RUBRICS Prepared by Pearson for submission under contract with the National Board for Professional

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

Multi-genre Writing Assignment

Multi-genre Writing Assignment Multi-genre Writing Assignment for Peter and the Starcatchers Context: The following is an outline for the culminating project for the unit on Peter and the Starcatchers. This is a multi-genre project.

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

English 2, Grade 10 Regular, Honors Curriculum Map

English 2, Grade 10 Regular, Honors Curriculum Map The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

essays. for good college write write good how write college college for application

essays. for good college write write good how write college college for application How to write good essays for college application. ws apart from other application writing essays. Essay Writer for a whole collection of articles written solely to provide good essay tips - Colege essay

More information

WebQuest - Student Web Page

WebQuest - Student Web Page WebQuest - Student Web Page On the Home Front WW2 A WebQuest for Grade 9 American History Allyson Ayres - May 15, 2014 Children pointing at movie poster for Uncle Sam at Work at the Auditorium Theater

More information

ENGLISH. Progression Chart YEAR 8

ENGLISH. Progression Chart YEAR 8 YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with

More information

SAMPLE SYLLABUS. Master of Health Care Administration Academic Center 3rd Floor Des Moines, Iowa 50312

SAMPLE SYLLABUS. Master of Health Care Administration Academic Center 3rd Floor Des Moines, Iowa 50312 Master of Health Care Administration Academic Center 3rd Floor Des Moines, Iowa 50312 MHA Curriculum Committee Approval Date: August 16, 2012 CHS Curriculum Committee Approval Date: July 10, 2012 COURSE

More information

KIS MYP Humanities Research Journal

KIS MYP Humanities Research Journal KIS MYP Humanities Research Journal Based on the Middle School Research Planner by Andrew McCarthy, Digital Literacy Coach, UWCSEA Dover http://www.uwcsea.edu.sg See UWCSEA Research Skills for more tips

More information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping Elementary School Plan for Writing Instruction Fourth Grade Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,

More information

Challenging Texts: Foundational Skills: Comprehension: Vocabulary: Writing: Disciplinary Literacy:

Challenging Texts: Foundational Skills: Comprehension: Vocabulary: Writing: Disciplinary Literacy: These shift kits have been designed by the Illinois State Board of Education English Language Arts Content Area Specialists. The role of these kits is to provide administrators and teachers some background

More information

Reading Project. Happy reading and have an excellent summer!

Reading Project. Happy reading and have an excellent summer! Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different

More information

GENERAL COMPETITION INFORMATION

GENERAL COMPETITION INFORMATION GENERAL COMPETITION INFORMATION All students wishing to compete at the Educators Rising National Conference must complete 3 required steps: 1 Be a member of Educators Rising with an active profile in the

More information

ELA/Literacy Shifts Flip

ELA/Literacy Shifts Flip Common Core Standards ELA/Literacy Shifts Flip Curriculum and Instruction 202A N. Hwy 85 Niceville, Florida 32578 (850) 833-4208 Shift 1: Balancing Informational & Literary Text Students read a true balance

More information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl

More information

RESPONSE TO LITERATURE

RESPONSE TO LITERATURE RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Grade 6: Module 4: Unit 3: Overview

Grade 6: Module 4: Unit 3: Overview Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Guidelines for Writing an Internship Report

Guidelines for Writing an Internship Report Guidelines for Writing an Internship Report Master of Commerce (MCOM) Program Bahauddin Zakariya University, Multan Table of Contents Table of Contents... 2 1. Introduction.... 3 2. The Required Components

More information

Be aware there will be a makeup date for missed class time on the Thanksgiving holiday. This will be discussed in class. Course Description

Be aware there will be a makeup date for missed class time on the Thanksgiving holiday. This will be discussed in class. Course Description HDCN 6303-METHODS: GROUP COUNSELING Department of Counseling and Dispute Resolution Southern Methodist University Thursday 6pm 10:15pm Jan Term 2013-14 Be aware there will be a makeup date for missed class

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks 3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

GENERAL COMPETITION INFORMATION

GENERAL COMPETITION INFORMATION GENERAL COMPETITION INFORMATION All students wishing to compete at the Educators Rising National Conference must complete 3 required steps: 1 Be a member of Educators Rising with an active profile in the

More information

Creating Travel Advice

Creating Travel Advice Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,

More information

Welcome to WRT 104 Writing to Inform and Explain Tues 11:00 12:15 and ONLINE Swan 305

Welcome to WRT 104 Writing to Inform and Explain Tues 11:00 12:15 and ONLINE Swan 305 Associate Professor Libby Miles, PhD Office = Roosevelt 336 lmiles@uri.edu (questions only, no submissions) Office hours this spring = Tuesdays 12:30 2:00 and Wednesdays 10:30 11:30 Department of Writing

More information

Secondary English-Language Arts

Secondary English-Language Arts Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.

More information

Topic 3: Roman Religion

Topic 3: Roman Religion Topic 3: Roman Religion Stards: 1. s will be able to identify most of the defining attributes of several aspects of Roman culture. 2. s will be able to explain how the characteristics of one culture are

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015

Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL)  Feb 2015 Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication

More information

Supervised Agriculture Experience Suffield Regional 2013

Supervised Agriculture Experience Suffield Regional 2013 Name Chapter Mailing address Home phone Email address: Cell phone Date of Birth Present Age Years of Ag. Ed. completed as of Year in school or year of graduation Year Greenhand Degree awarded Total active

More information

Office: Colson 228 Office Hours: By appointment

Office: Colson 228 Office Hours: By appointment 1 Welcome to English 101: Composition and Rhetoric Section: 300 CRN# 82076 Fall 2015 1:00 PM to 2:15 PM Tuesdays, we meet in in Clark 410 Thursdays, we meet in Clark 212 Instructor: Shaun Turner Phone:

More information

Guidelines for Project I Delivery and Assessment Department of Industrial and Mechanical Engineering Lebanese American University

Guidelines for Project I Delivery and Assessment Department of Industrial and Mechanical Engineering Lebanese American University Guidelines for Project I Delivery and Assessment Department of Industrial and Mechanical Engineering Lebanese American University Approved: July 6, 2009 Amended: July 28, 2009 Amended: October 30, 2009

More information

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Showing synthesis in your writing and starting to develop your own voice

Showing synthesis in your writing and starting to develop your own voice Showing synthesis in your writing and starting to develop your own voice Introduction Synthesis is an important academic skill and a form of analytical writing which involves grouping together ideas from

More information