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    LDC Writing Rubric 2015

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    api-280140574
    The document outlines elements and criteria for scoring student writing assignments. It provides descriptions and ratings for various elements including focus, controlling idea, reading/research, development, organization, conventions, content understanding, and overall scores. The elements are rated on a scale from 1 to 4 with descriptors for levels 1, 1.5, 2, 2.5, 3, 3.5, and 4.

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    © All Rights Reserved
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    LDC Writing Rubric 2015

    Uploaded by

    api-280140574
    109 views2 pages
    The document outlines elements and criteria for scoring student writing assignments. It provides descriptions and ratings for various elements including focus, controlling idea, reading/research, development, organization, conventions, content understanding, and overall scores. The elements are rated on a scale from 1 to 4 with descriptors for levels 1, 1.5, 2, 2.5, 3, 3.5, and 4.

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    ldc writing rubric 2015

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    The document outlines elements and criteria for scoring student writing assignments. It provides descriptions and ratings for various elements including focus, controlling idea, reading/research, development, organization, conventions, content understanding, and overall scores. The elements are rated on a scale from 1 to 4 with descriptors for levels 1, 1.5, 2, 2.5, 3, 3.5, and 4.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    109 views2 pages

    LDC Writing Rubric 2015

    Uploaded by

    api-280140574
    The document outlines elements and criteria for scoring student writing assignments. It provides descriptions and ratings for various elements including focus, controlling idea, reading/research, development, organization, conventions, content understanding, and overall scores. The elements are rated on a scale from 1 to 4 with descriptors for levels 1, 1.5, 2, 2.5, 3, 3.5, and 4.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Scoring

    Elements

    Focus

    Controlling
    Idea

    Reading/
    Research

    Developmen
    t

    Organizatio
    n

    Conventions

    Not Yet
    1
    Attempts to address
    prompt, but lacks focus or
    is off-task.
    Attempts to establish a
    claim, but lacks a clear
    purpose.
    Attempts to reference
    reading materials to
    develop response, but
    lacks connections or
    relevance to the purpose
    of the prompt.
    Attempts to provide
    details in response to the
    prompt, but lacks
    sufficient development or
    relevance to the purpose
    of the prompt.

    Approaches Expectations
    1.
    5

    Meets Expectations
    2.
    5

    Addresses prompt
    appropriately and
    establishes a position, but
    focus is uneven.

    Addresses prompt
    appropriately and maintains a
    clear, steady focus. Provides a
    generally convincing position.

    Establishes a claim.

    Establishes a credible claim.

    Presents information from


    reading materials relevant
    to the purpose of the
    prompt with minor lapses
    in accuracy or
    completeness.
    Presents appropriate
    details to support and
    develop the focus,
    controlling idea, or claim,
    with minor lapses in the
    reasoning, examples, or
    explanations.

    3.
    5

    Advanced
    4
    Addresses all aspects of prompt
    appropriately with a consistently
    strong focus and convincing
    position.
    Establishes and maintains a
    substantive and credible claim or
    proposal.

    Accurately presents details


    from reading materials
    relevant to the purpose of the
    prompt to develop argument
    or claim.

    Accurately and effectively


    presents important details from
    reading materials to develop
    argument or claim.

    Presents appropriate and


    sufficient details to support
    and develop the focus,
    controlling idea, or claim.

    Presents thorough and detailed


    information to effectively support
    and develop the focus,
    controlling idea, or claim.

    Attempts to organize
    ideas, but lacks control of
    structure.

    Uses an appropriate
    organizational structure
    for development of
    reasoning and logic, with
    minor lapses in structure
    and/or coherence.

    Maintains an appropriate
    organizational structure to
    address specific requirements
    of the prompt. Structure
    reveals the reasoning and logic
    of the argument.

    Attempts to demonstrate
    standard English
    conventions, but lacks
    cohesion and control of
    grammar, usage, and
    mechanics. Sources are
    used without citation.

    Demonstrates an uneven
    command of standard
    English conventions and
    cohesion.
    Uses language and tone
    with some inaccurate,
    inappropriate, or uneven
    features. Inconsistently
    cites sources.

    Demonstrates a command of
    standard English conventions
    and cohesion, with few errors.
    Response includes language
    and tone appropriate to the
    audience, purpose, and
    specific requirements of the
    prompt. Cites sources using
    appropriate format with only
    minor errors.

    Maintains an organizational
    structure that intentionally and
    effectively enhances the
    presentation of information as
    required by the specific prompt.
    Structure enhances development
    of the reasoning and logic of the
    argument.
    Demonstrates and maintains a
    well-developed command of
    standard English conventions
    and cohesion, with few errors.
    Response includes language and
    tone consistently appropriate to
    the audience, purpose, and
    specific requirements of the
    prompt. Consistently cites
    sources using appropriate
    format.

    Content
    Understandi
    ng

    Attempts to include
    disciplinary content in
    argument, but
    understanding of content
    is weak; content is
    irrelevant, inappropriate,
    or inaccurate.

    Briefly notes disciplinary


    content relevant to the
    prompt; shows basic or
    uneven understanding of
    content; minor errors in
    explanation.

    Accurately presents
    disciplinary content relevant to
    the prompt with sufficient
    explanations that demonstrate
    understanding.

    LDC WRITING SCORING RUBRIC 2015


    NAME ______________________________________________________________________ PERIOD ______________________

    Integrates relevant and accurate


    disciplinary content with
    thorough explanations that
    demonstrate in-depth
    understanding.

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