ENG 1D
Categories and
Requirements
Knowledge
- demonstrates
knowledge of story
by choosing key
quality of character
- demonstrates
knowledge of story
by introducing
context of
quotations
Thinking and
Inquiry
- explanation
(how/why) of the
quotation supports
the stated traits
Communication
- language
conventions
- punctuation
- grammar
- spelling
- word usage
Application
- application of
writing process and
evidence of selfassessment
- structure and
clarity of
paragraph:
- topic sentence
- expansion
- transitions
- closing
sentence
Character Sketch/Analysis Rubric
Name:
80-100
Level 4
70-79
Level 3
60-69
Level 2
50-59
Level 1
0-49
Below Level 1
- excellent trait
chosen that is
relevant and
effective in
analyzing character
- trait chosen is
relevant and clear
in analyzing
character
- trait chosen is
general and does
not tell that much
about the character
- trait chosen is part
of the character’s
personality but is
ineffective for
analysis
- trait stated is not
evident in the story
- effectively
introduces
quotation by giving
appropriate and
specific context
- clearly introduces
quotation by giving
appropriate and
specific context
- quotation is
introduced, but
context is general
and vague
- quotation is
introduced but no
context is given
(ex. He said, “...”)
- quotation is
neither introduced
nor put into
context.
(Sentence starts
with the quotation)
- highly effective
how/why analysis
that is linked to the
topic and expansion
sentences
- clear how/why
analysis that is
linked to the topic
and expansion
sentences
- contains only one
part of analysis,
weak link to the
topic and expansion
sentences
- contains only one
part of analysis, no
link to topic and
expansion
sentences
- no how/why
analysis present
- writing is error
free
- some minor errors
are present but they
do not interfere
with the reader’s
understanding
- errors in language
conventions
occasionally
interfere with the
reader’s
understanding
- many errors in
language
conventions that
often interfere with
the reader’s
understanding
- so many errors in
language
conventions that the
paragraph is very
difficult to read
- highly effective
use of a number of
drafts to produce a
high quality of
work
- clear use of a
number of drafts to
produce an
acceptable level of
work
- a number of drafts
used, but evidence
of self-assessment
limited
- little use of the
writing process is
apparent
- no use of draft
evident
- topic sentence,
expansion,
transitions, and
closing sentence
are highly effective
- topic sentence,
expansion,
transitions, and
closing sentence
are clear
- topic sentence,
expansion,
transitions, and
closing sentence
are present but
clarity is not
consistent
- use of topic
sentence,
expansion,
transitions, and
closing sentence is
incorrect
- no topic sentence
- no expansion
sentence
- no transitions are
used
- no closing
sentence
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