Grading Rubric for English

“A” students:

1. make impressive progress toward meeting all/most goals of class and of oneself,
accurately documenting achievement in all areas of language arts via self-
evaluations
2. complete the majority (at least 85%) of class preparation work and do so
thoughtfully
3. complete all major assignments on time
4. produce written work that is consistently exceptional (achieving 5’s and 6’s)
5. produce projects that are consistently exceptional (achieving 5’s and 6’s)
6. actively engage in the reading process, consistently developing thoughtful and
sensitive responses, showing insightful interpretations, and using a variety of
reading strategies (making connections, speculating, drawing inferences,
reflecting, forming opinions, making insightful interpretations, etc.)
7. actively and productively engage in the writing process, revising formal papers
several times, showing significant effort with each revision, and demonstrating a
genuine and consistent commitment to using the process to develop as a writer
8. actively and responsibly participate in class dialogues, discussions and activities,
always supporting the learning of the whole class, consistently showing
motivation and self-discipline OR show impressive growth in doing so
9. demonstrate serious commitment to their learning, making full use of the learning
opportunities available to them and searching out the implications of their
learning for future use

“B” students:
1. make reasonable progress toward meeting many goals of class and self,
documenting achievement in all areas of language arts with reasonable accuracy
2. complete most (at least 75%) of class preparation work, usually thoughtfully
3. complete all major assignments and most are on time (those that are late are
“minimally” late)
4. produce written work that is consistently above average (achieving 4’s and 5’s)
5. produce projects that are consistently above average (achieving 4’s and 5’s)
6. actively engage in the reading process, developing mostly thoughtful and
sensitive responses, showing original interpretations, and using several reading
strategies (making connections, speculating, drawing inferences, reflecting,
forming opinions, etc.)
7. productively engage in the writing process. Revising formal papers somewhat,
showing effort with each revision, and demonstrating a fairly consistent
commitment to using the process to develop as a writer
8. actively and responsibly participate in class dialogues, discussions and activities
most of the time, supporting the learning of the whole class, usually showing
motivation and self-discipline or show growth toward doing so
9. comply with the course requirements and expectations, making use of learning
opportunities as they are presented but rarely taking responsibility for “owning”
the learning or for seeing implications for future use

“C”

1. make some progress toward meeting most goals partially OR meeting only a few
goals, documenting achievement in most areas of language arts but with limited
accuracy
2. complete at least 65% of class preparation work, showing effort
3. complete all major assignments but timeliness is usually a problem (these students
show responsibility for completing late work)
4. produce written work of average quality (achieving 3’s)
5. produce projects of average quality (achieving 3’s)
6. inconsistently engage in the reading process, attempting to respond to some
readings thoughtfully but often producing limited or predictable responses,
showing some understanding of the text, and using a few limited strategies
(making personal connections, expressing opinions, etc.)
7. partially engage in the writing process, revising formal papers minimally, and
showing inconsistent commitment to using the process to develop as a writer
8. participate in class dialogues, discussions and activities half-heartedly but do not
distract others
9. demonstrate a inconsistent level of compliance to course requirements and
expectations

“D” students:

1. make little progress toward goals and/or don’t document achievement in areas of
the language arts or do so superficially and/or inaccurately
2. complete the bare minimum ( at least 55%) of class preparation work, often
carelessly
3. turn in most major assignments but most are late (students avoid responsibility for
dealing with delays)
4. produce mostly disappointing written work (achieving 2’s)
5. produce mostly disappointing projects (achieving 2’s)
6. engage minimally or not at all in the reading process, responding to readings
superficially if at all, showing limited understanding of the text, using basic
reading strategies (making personal connections, limited summaries of the plot,
etc.)
7. inconsistently or superficially engage in the writing process, revising minimally
so that “revisions” are nearly identical to first drafts, and showing little
commitment to developing as a writer
 8. distract others regularly during class dialogues, discussions and activities (actually
interfere with the learning of others)
9. show a limited compliance to course requirements and expectations

“F”

1. do not turn in many of the major assignments – this automatically puts a student
in the F category
2. complete less than 55% of class preparation work – this automatically puts a
student in the F category
3. fail to meet even the minimal standards described for the “D” student

CLASS PREPARATION WORK % IS NON-NEGOTIABLE

STUDENTS MUSST MEET THAT CRITERION TO BE
ELIGIBLE FOR THE GRADE DESCRIBED.