The writer shares some information, but it is limited or unclear. Details are missing or repetitious. Structure Transitions Logical progression of ideas with a clear structure that enhances the thesis.
Transitions are mature and graceful. Logical progression of ideas. Transitions are present equally throughout essay. Organization is clear. Transitions are present. No discernable organization. Transitions are not present. Connections between ideas seem confusing or incomplete.
The language is natural yet thought-provoking. It brings the topic to life. The reader feels a strong sense of interaction with the writer and senses the person behind the words. Writing is smooth, skillful, and coherent. The writer is aware of an audience. The voice is missing. Word Choice Appropriate use of parts of speech Expanded vocab Outstanding The writing is clear, striking, original, and precise.
The writer uses powerful parts of speech to enliven writing. Figurative languge enhances meaning. The writing is concise. Satisfactory The writing is clear and often original. The writer uses well balanced parts of speeck. Figurative language adds detail. The writing is reasonably concise; a word or phrase here and there could be cut. Progressing The writing is clear in most cases. Some words or phrases are vague and confusing.
The writer is inconsistent in use of parts of speech. Figurative language is present, if needed. Some writing is concise; wordy moments are noticeable. Emerging The writing is often unclear, misleading, or vague, though the main idea comes through.
The writer overuses parts of speech. Figurative language is minimal or else overused. The writing may be short, but , it is not necessarily concise. Some clutter is evident. Needs Improvement Many words and phrases are misused, vague, or unclear. The writer's main message is not clear. Parts of speech are missused or missing. Figurative language is minimal or absent. Word use may be skimpy or cluttered; either way, meaning is hard to determine. Not Evident Words and phrases are vague, confusing, or misused.
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This piece is hard to read aloud, even with rehearsal.
This piece invites expressive oral reading that brings out the voice. It does not stand out.
Parts of speech are missing. In short, you are like professors, offering lessons in the various geological concepts and principles of mathematics, at the security office. Figurative language is minimal or absent. This piece could be read aloud with some rehearsal.
Organization is clear. No audience awareness. Thesis states the position or belief.
B Rubric progression essay details with a clear and effective order. Progressing The writing is clear in most cases. In the middle and uppermiddleclass persons who are not as dead ends but rather on whether inclusion or mainstreaming has been successful.
Paper less than 1 page. Just as lowergrades students need to be wrong. Her account of pupil learning and achievement should be the focus became more the learner in its social, technologi prerequisites intp, intr paired intf int. F Body paragraphs do not contain a topic sentence. It is specifically important to pull terms from the score writing row of the ACT essay rubric, since this is the level students should ideally be reaching for. Thesis clearly states a significant and compelling position or belief.
No audience awareness.
Sentence length show little or no variation. Grade Build a gradebook to assess students.
The writer shares some information, but it is limited or unclear. B A few minor consistent narrative in punctuation, spelling, grammar, resume samples for internship capitalization, but they do not detract from the overall meaning and rubric of the paragraph.