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Written Response Rubric

A Range B Range C Range D Range


RUBRIC
Skilled Proficient Developing Below Expectations
Writing reflects a critical, Writing generally reflects a Writing demonstrates basic Writing demonstrates some
analytical understanding of the critical, analytical comprehension of the text but awareness of text details but
text; through clear reasoning, understanding of the text but is not a critical, analytical not a critical, analytical
writer draws sophisticated, uneven; inferences understanding of it, as reflected understanding of the text;
insightful inferences from demonstrate interpretive ability by one or more of the following: points made are vague and
concrete details to support but could be developed further lack of focused, developed idea unsubstantiated; responses lack
claims; inferences are to better explain significance of guiding responses; interpretive focus; no literary analysis
developed so that all claims and detail and support claims; some analysis inconsistent or present.
points made are well-supported claims may be vague, unsubstantiated; frequent
and persuasive; analysis generalized, or lacking in summary of plot details that
Literary focuses on both thematic and support; analysis could be retell the story; writer restates
Analysis stylistic elements of the text, stronger through focus on the content of cited concrete
demonstrating writers ability stylistic elements that create details rather than draws
to interpret the function of thematic meaning; some significant inferences about
literary devices in the service imbalance of quotes and sub-textual meaning; little or no
of thematic meaning; writer's analysis. analysis of how stylistic
appropriate balance of quotes & elements of the text create
writer's analysis; writer is meaning. Writing marked and
clearly engaged with and moved weakened by frequent
by his/her thinking process. generalizations, unsupported
claims, assumptions, vague
statements.
Writing is academic in tone, Writing is generally academic in Writing tends to be mechanical Writing is mechanical in tone;
demonstrating a clear sense of tone; writers voice may not be in tone; writers voice is not writers voice is not discernible
purpose and audience; writer's consistently persuasive but is discernible in the responses; in responses; writing
Language voice is evident -- confident and discernible; writing writing demonstrates demonstrates no awareness of
Style/Voi sophisticated; vocabulary and demonstrates an awareness of inconsistent awareness of the purpose to persuade;
ce phrasing are academically the purpose to persuade; purpose to persuade; vocabulary is simplistic and/or
appropriate, persuasive, and vocabulary in some places may vocabulary tends to be inappropriate.
sophisticated without being be simplistic or ineffective. simplistic, marked by instances
pretentious. of informal or imprecise diction.
The writing includes a variety of The writing has sentences that The writing has sentences that Frequent syntax, grammar,
sentences marked by varying are generally effective but may lack variety (frequently misspelling errors that distract
opening words and structure; lack appropriate variety (some repeated opening words and the reader.
effective syntax and grammar repeated opening words and sentence structure); awkward
demonstrate a mastery of structure); syntax and syntax and grammar confuse
Mechanics writing conventions and serve grammar may be awkward in writers point and distract
the authors purpose; absence places (but not distracting); a reader; misspellings,
of misspellings, punctuation few misspellings (but not contractions, fragments,
errors. distracting). referring to you diminish
academic nature of the writing
and distract reader.

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