6th, 7th, & 8th Grade Argument Writing Rubrics + 6 traits

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CO M MO N CO RE
Arg um e nt at iv e
Writ ing
6-
Tra its Rub r ics
&
Ch eck lis t
GRAD Es
6 , 7, 8
Th is pa cke t
in c lu d es
Ar gu m enta ti ve
Wri tin g 6 - Tr a its
rub ric s f or g rad es
6, 7, 8. A ll ru b ri cs
ali g n to Co mmo n
Co re S ta n da r ds .
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8
th
Gr a d e A r g u m e n t a t i v e
6 Tr a i t
W riting Ru bric
N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
Dat e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Ar g um ent a t i v e W r i t i ng S t a nd a r d 8 . 1 : Write arguments to support claims with clear reasons and relevant evidence.
CCS S
4 - Ex em p l a r y
3 – Me e t i n g
2 - Ap p r o a chi ng
1 - In s u ffic ie n t
Sc o r e
R e sear ch
W 8.8 - Assess the
credibility and accuracy
of each source; quote or
paraphrase the data and
conclusions of others
while avoiding
plagiarism and following
a standard format for
citation.
Org a n i z a t i o n /
Id e a
D e v e l op m e n t
W 8.1a- Introduce
claim(s), acknowledge
and distinguish the
claim(s) from alternate or
opposing claims, and
organize the reasons
and evidence logically.
W 8.1b- Support
claim(s) with logical
reasoning and relevant
evidence, using
accurate, credible
sources and
demonstrating an
understanding of the
topic or text.
W 8. 1e- Provide a
concluding statement or
section that follows from
and supports the
argument presented.
The wr i t e r -
The wr i t e r -
The wr i t e r -
The wr i t e r -
• makes effective use of
available resources
• three or more pieces of
• makes adequate use of
available resources
• two or more pieces of
• makes limited use of
available resources
• one or two pieces of
• makes inadequate use
of available resources
• no text evidence or
evidence with correct
citation information
text evidence with
incorrect citation
information
text evidence integrated
in a variety of ways
(paraphrased/quoted)
with correct citation
information
The write r –
• has at least three
sentences that
effectively address all
aspects of the prompt
and offer a
The write r –
• has at least three
sentences that address
the prompt and offer a
thesis that states the
writer’s claim
compellingly thesis that
clearly states the
writer’s claim
• includes three or more
convincing reasons and
text evidence
• includes two
counterclaims and
responses with strong
evidence
• has a well thought-out
concluding section with
• includes at least two
convincing reasons
and text evidence
• includes at least one
counterclaim and
response with strong
evidence
• has a concluding
section with at least
W 8.1c- Use words,
phrases, and clauses to
create cohesion and
clarify the relationships
among claim(s), reasons,
and evidence.
minimally address the
prompt and/or doesn’t
offer a thesis that states
writer’s claim
the writer’s claim
• includes reason(s) or
evidence that is not
convincing or relevant
• includes one
counterclaim, but there
• needs supporting
reasons and evidence
• needs a counterclaim
and response
is no response or the
response is unrelated
• has a concluding
section with at least
three sentences that is
related to and supports
two sentences, but it is
not meaningful or
and offers a clear
the thesis
doesn’t restate the
The write r –
• has a variety of
The write r –
• has fewer than three
sentences that
address the prompt
and offer an unclear
thesis that states the
at least three sentences
that restate the thesis
• needs a concluding
section or concluding
section is off topic
thesis well
recommendation
S en t e n c e
Fl uency
The write r –
• has fewer than three
sentences that partially
citation information
The write r • has three or more
The write r • has one or two
The write r • needs transition words
transition words or
transition words or
transition words or
phrases effectively
phrases introduce
phrases introduce
introduce reasons and
reasons and evidence
reasons and evidence
severe sentence
evidence within and
between paragraphs
within and between
paragraphs
within and between
paragraphs
formation errors and/or
a lack of sentence
• has sentences that are
generally complete
• has some sentence
formation errors and/or
• has sentences that are
skillfully constructed
with appropriate variety
in length and structure
with sufficient variety in
length and structure
variety
a lack of sentence
variety
• has at least ten
examples of
examples of
examples of
vocabulary or
appropriate academic
vocabulary and
appropriate academic
vocabulary and
appropriate academic
vocabulary and/or
descriptive language
includes unique
includes unique
rarely uses descriptive
adjectives, precise
adjectives, precise
language
nouns, and strong
verbs
nouns, and strong
verbs
Con v e n t i o n s
The write r • has few if any errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors do not interfere
with readability
The write r • has some errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors do not interfere
with readability
• has at least five
• fails to use academic
Wor d C h o i c e
L 8 .6- Acquire and use
accurately gradeappropriate general
academic and domainspecific words and
phrases.
L 8 .1- Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
L 8 .2- Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
• has at least seven
or phrases
• has frequent and
The write r • has many errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors interfere
somewhat with
readability
The write r • has significant errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors interfere
significantly with
readability
Ov e r a l l S c o r e
7
th
Gr a d e A r g u m e n t a t i v e
6 Tr a i t
W riting Ru bric
Na m e __________________________ ___
Dat e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Ar g um ent a t i v e W r i t i ng S t a nd a r d 7 .1 : Write arguments to support claims with clear reasons and relevant evidence.
CCS S
4 - Ex em p l a r y
3 – Me e t i n g
2 - Ap p r o a chi ng
1 - In s u ffic ie n t
Sc o r e
R e sear ch
W 7.8- Assess the
credibility and accuracy
of each source; and
quote or paraphrase the
data and conclusions of
others while avoiding
plagiarism and following
a standard format for
citation.
Org a n i z a t i o n /
Id e a
D e v e l op m e n t
W 7.1 a- Introduce
claim(s), acknowledge
and address alternate
or opposing claims, and
organize the reasons
and evidence logically.
W 7.1 b- Support
claim(s) or
counterarguments with
logical reasoning and
relevant evidence, using
accurate, credible
sources and
demonstrating an
understanding of the
topic or text.
W 7.1 e- Provide a
concluding statement or
section that follows from
and supports the
argument presented.
S en t e n c e
Fl uency
W 7.1 c- Use words,
phrases, and clauses to
create cohesion and
clarify the relationships
among claim(s), reasons,
and evidence.
Wor d C h o i c e
L 7.6- Acquire and use
accurately gradeappropriate general
academic and domainspecific words and
phrases.
Con v e n t i o n s
L 7.1- Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
L 7.2- Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
The w r i t er -
The w r i t er -
The w r i t er -
The w r i t er -
• makes effective use of
available resources
• three or more pieces of
• makes adequate use of
available resources
• two or more pieces of
• makes limited use of
available resources
• one or two pieces of
• makes inadequate use
of available resources
• no text evidence or
evidence with correct
citation information
text evidence with
incorrect citation
information
text evidence integrated
in a variety of ways
(paraphrased/quoted)
with correct citation
information
The w rit er –
• has at least three
sentences that
effectively address all
aspects of the prompt
and offer a
The w rit er –
• has at least three
sentences that address
the prompt and offer a
thesis that states the
writer’s claim
compellingly thesis that
clearly states the
writer’s claim
• includes three or more
convincing reasons and
text evidence
• includes two
counterclaims and
responses with strong
evidence
• has a well thought-out
• includes at least two
convincing reasons
and text evidence
• includes at least one
counterclaim and
response with strong
evidence
• has a concluding
The w rit er –
• has fewer than three
sentences that partially
citation information
The w rit er –
• has fewer than three
sentences that
address the prompt
and offer an unclear
thesis that states the
minimally address the
prompt and/or doesn’t
offer a thesis that states
writer’s claim
the writer’s claim
• includes reason(s) or
evidence that is not
convincing or relevant
• includes one
counterclaim, but there
• needs supporting
reasons and evidence
• needs a counterclaim
and response
is no response or the
response is unrelated
• has a concluding
• needs a concluding
concluding section with
section with at least
section with at least
section or concluding
at least three sentences
three sentences that is
two sentences, but it is
section is off topic
that restate the thesis
related to and supports
not meaningful or
and offers a clear
recommendation
The w rit er –
• has a variety of
the thesis
The w riter • has three or more
doesn’t restate the
thesis well
The w riter • has one or two
The w riter • needs transition words
or phrases
transition words or
transition words or
transition words or
phrases effectively
introduce reasons and
phrases introduce
reasons and evidence
phrases introduce
reasons and evidence
evidence within and
within and between
within and between
formation errors and/or
between paragraphs
paragraphs
paragraphs
a lack of sentence
• has some sentence
• has sentences that are
• has sentences that are
skillfully constructed
generally complete
formation errors and/or
with appropriate variety
with sufficient variety in
a lack of sentence
in length and structure
length and structure
variety
• has at least eight
examples of
appropriate
academic
• has at least six
examples of
appropriate
academic
• has at least four
examples of
appropriate
academic
vocabulary and
vocabulary and
vocabulary and/or
includes unique
adjectives, precise
includes unique
adjectives, precise
rarely uses descriptive
language
nouns, and strong
verbs
nouns, and strong
verbs
• has frequent and
severe sentence
variety
• fails to use academic
vocabulary or
descriptive language
The w r i t er -
The w r i t er -
The w r i t er -
The w r i t er -
• has few if any errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors do not interfere
• has some errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors do not interfere
• has many errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors interfere
• has significant errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors interfere
with readability
with readability
somewhat with
significantly with
readability
readability
Ov e r a l l S c o r e
6
th
Gr a d e A r g u m e n t a t i v e
6 Tr a i t
W riting Ru bric
Na m e __________________________ ___
Dat e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Ar g um ent a t i v e W r i t i ng S t a nd a r d 6 .1 : Write arguments to support claims with clear reasons and relevant evidence.
CCS S
4 - Ex em p l a r y
3 – Me e t i n g
2 - Ap p r o a chi ng
1 - In s u ffic ie n t
Sc o r e
R e sear ch
W 6.8- Assess the
credibility of each
source; and quote or
paraphrase the data and
conclusions of others
while avoiding
plagiarism and providing
basic bibliographic
information for sources.
Org a n i z a t i o n /
Id e a
D e v e l op m e n t
W 6.1 a- Introduce
claim(s) and organizes
the reasons and
evidence clearly.
The w r i t er -
The w r i t er -
The w r i t er -
The w r i t er -
• makes effective use of
available resources
• three or more pieces of
• makes adequate use of
available resources
• two or more pieces of
• makes limited use of
available resources
• one or two pieces of
• makes inadequate use
of available resources
• no text evidence or
text evidence integrated
in a variety of ways
(paraphrased/quoted)
with correct
bibliographic
information
The w rit er –
• has at least three
evidence with correct
bibliographic
information
The w rit er –
• has at least three
text evidence with
incorrect bibliographic
information
The w rit er –
• has fewer than three
bibliographic
information
The w rit er –
• has fewer than three
sentences that
effectively address all
aspects of the prompt
sentences that address
the prompt and offer a
thesis that states the
sentences that partially
address the prompt
and offer an unclear
sentences that
minimally address the
prompt and/or doesn’t
and offer a
compellingly thesis that
clearly states the
writer’s claim
thesis that states the
writer’s claim
offer a thesis that states
the writer’s claim
writer’s claim
W 6.1 b- Support
claim(s) with clear
reasons and relevant
evidence, using credible
sources and
demonstrating an
understanding of the
topic or text.
W 6.1 e- Provide a
concluding statement or
section that follows from
the argument presented.
• includes three or more
convincing reasons and
text evidence
• has a well thought-out
• includes at least two
convincing reasons
and text evidence
• has a concluding
• includes reason(s) or
evidence that is not
• needs supporting
reasons and evidence
convincing or relevant
• has a concluding
• needs a concluding
concluding section with
section with at least
section with at least
section or concluding
at least three sentences
that restate the thesis
three sentences that is
related to the thesis
two sentences, but it is
not restate the thesis
section is off topic
well
S en t e n c e
Fl uency
W 6.1 c- Use words,
phrases, and clauses to
clarify the relationships
among claim(s) and
reasons.
The w rit er –
• has a variety of
transition words or
phrases effectively
The w riter • has three or more
transition words or
phrases introduce
The w riter • has one or two
transition words or
phrases introduce
introduce reasons
reasons within and
reasons within and
severe sentence
within and between
between paragraphs
between paragraphs
paragraphs
• has sentences that are
• has sentences that are
formation errors and/or
a lack of sentence
generally complete
formation errors and/or
skillfully constructed
with sufficient variety in
a lack of sentence
with appropriate variety
length and structure
variety
in length and structure
• has at least seven
Wor d C h o i c e
L 6.6- Acquire and use
accurately gradeappropriate general
academic and domainspecific words and
phrases.
Con v e n t i o n s
L 6.1- Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
L 6.2- Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
• has some sentence
• has at least five
• has at least three
The w riter • needs transition words
or phrases
• has frequent and
variety
• fails to use academic
examples of
examples of
examples of
vocabulary or
appropriate academic
appropriate academic
appropriate academic
descriptive language
vocabulary and
includes unique
vocabulary and
includes unique
vocabulary and/or
rarely uses descriptive
adjectives, precise
adjectives, precise
language
nouns, and strong
verbs
nouns, and strong
verbs
The w riter • has few if any errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors do not interfere
with readability
The w riter • has some errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors do not interfere
with readability
The w riter • has many errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors interfere
somewhat with
readability
The w riter • has significant errors in
capitalization, usage,
punctuation, spelling or
grammar
• errors interfere
significantly with
readability
Ov e r a l l S c o r e
Name:
Date:
Argumentative Essay Checklist
S ELF
C H EC K
P EER
REV I EW
T IT L E :
I have effectively used available resources.
I have three or more pieces of text evidence that are cited correctly.
I have an opening paragraph that is at least three sentences long with a
hook, summary, and thesis statement.
I have three or more body paragraphs that support my thesis.
I have included two counterclaims with supporting responses.
I have a concluding section that is at least three sentences long, restates the
thesis, and offers a clear recommendation.
I use a variety of transitional words and phrases in and between my
paragraphs.
I have sentences that vary in length and structure.
I have at least seven examples of appropriate academic vocabulary,
unique adjectives, strong verbs, and precise nouns.
I have few if any errors in spelling, punctuation, usage, capitalization, or
grammar.
(S ELF ) In this piece I am most proud of:
(P EER ) In this piece three areas that were done well are:
(S ELF ) In this piece I need to improve:
(P EER ) In this piece three areas to improve are:
Ar g u m e n t W r i t i n g Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
Ar g u m e n t W r i t i n g Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My intro and conclusion “hook” my reader
and sum up my argument. (org)
My intro and conclusion “hook” my reader
and sum up my argument. (org)
My choice of specific reasons strengthens
my argument. (ideas)
My choice of specific reasons strengthens
my argument. (ideas)
My transitions help my reader know
where new ideas begin and end. (org)
My transitions help my reader know
where new ideas begin and end. (org)
My sentences vary in length and begin
My sentences vary in length and begin
with a variety of words / phrases. (sent.
fluency)
with a variety of words / phrases. (sent.
fluency)
I skillfully acknowledge counterclaims with
appropriate and precise academic
I skillfully acknowledge counterclaims with
appropriate and precise academic
language. (ideas and language)
language. (ideas and language)
Ar g u m e n t W r i t i n g Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
Ar g u m e n t W r i t i n g Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My intro and conclusion “hook” my reader
and sum up my argument. (org)
My intro and conclusion “hook” my reader
and sum up my argument. (org)
My choice of specific reasons strengthens
my argument. (ideas)
My choice of specific reasons strengthens
my argument. (ideas)
My transitions help my reader know
where new ideas begin and end. (org)
My transitions help my reader know
where new ideas begin and end. (org)
My sentences vary in length and begin
My sentences vary in length and begin
with a variety of words / phrases. (sent.
fluency)
with a variety of words / phrases. (sent.
fluency)
I skillfully acknowledge counterclaims with
I skillfully acknowledge counterclaims with
appropriate and precise academic
language. (ideas and language)
appropriate and precise academic
language. (ideas and language)
Ar g u m e n t W r i t i n g Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
Ar g u m e n t W r i t i n g Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My intro and conclusion “hook” my reader
and sum up my argument. (org)
My intro and conclusion “hook” my reader
and sum up my argument. (org)
My choice of specific reasons strengthens
my argument. (ideas)
My choice of specific reasons strengthens
my argument. (ideas)
:
:
:
My transitions help my reader know
where new ideas begin and end. (org)
My transitions help my reader know
where new ideas begin and end. (org)
My sentences vary in length and begin
My sentences vary in length and begin
with a variety of words / phrases. (sent.
fluency)
with a variety of words / phrases. (sent.
fluency)
I skillfully acknowledge counterclaims with
I skillfully acknowledge counterclaims with
appropriate and precise academic
language. (ideas and language)
appropriate and precise academic
language. (ideas and language)
Co n v e n tio n s Che c k l is t
Have your five editors initial next to what
they edited your draft for.
:
I checked this draft for periods and
end punctuation.
I checked this draft for verb tense
and grammar problems.
I checked this draft for apostrophes
and capital letters.
I checked this draft for commas
and dialogue punctuation.
:
I checked this draft for periods and
end punctuation.
I checked this draft for verb tense
and grammar problems.
I checked this draft for
apostrophes and capital letters.
I checked this draft for commas
and dialogue punctuation.
Co n v e n tio n s Che c k l is t
Have your five editors initial next to what
they edited your draft for.
:
I checked this draft for spelling
mistakes.
I checked this draft for periods and
end punctuation.
I checked this draft for verb tense
and grammar problems.
I checked this draft for apostrophes
and capital letters.
I checked this draft for commas and
dialogue punctuation.
I checked this draft for spelling
mistakes.
I checked this draft for periods
and end punctuation.
I checked this draft for verb tense
and grammar problems.
I checked this draft for
apostrophes and capital letters.
I checked this draft for commas
and dialogue punctuation.
Co n v e n tio n s Che c k l is t
Have your five editors initial next to what
they edited your draft for.
:
I checked this draft for spelling
mistakes.
I checked this draft for spelling
mistakes.
Co n v e n tio n s Che c k l is t
Have your five editors initial next to what
they edited your draft for.
Co n v e n tio n s Che c k l is t
Have your five editors initial next to what
they edited your draft for.
:
Co n v e n tio n s Che c k l is t
Have your five editors initial next to what
they edited your draft for.
:
I checked this draft for spelling
mistakes.
I checked this draft for spelling
mistakes.
I checked this draft for periods and
end punctuation.
I checked this draft for verb tense
4 (highest) to
1 (lowest):
andfrom
grammar
problems.
I checked this draft for apostrophes
and capital letters.
I checked this draft for commas
I checked this draft for periods and
end punctuation.
I checked this draft for verb tense
and grammar problems.
I checked this draft for apostrophes
and capital letters.
I checked this draft for commas
and dialogue punctuation.
and dialogue punctuation.
Id e a De v e l o p m e n t Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
Id e a D e v e l o p m e n t Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
I use a balance of showing
and telling.
My details, instead of being
general, are specific.
I use a balance of showing
and telling.
My details, instead of being
general, are specific.
I describe things in unique and
memorable ways.
My writing is focused and
doesn’t stray off topic.
It is clear from my writing that I
I describe things in unique and
memorable ways.
My writing is focused and
doesn’t stray off topic.
It is clear from my writing that I
like my topic or idea.
like my topic or idea.
Id e a D e v e l o p m e n t Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
Id e a D e v e l o p m e n t Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
I use a balance of showing and
telling.
I use a balance of showing
and telling.
My details, instead of being
general, are specific.
My details, instead of being
general, are specific.
I describe things in unique and
memorable ways.
My writing is focused and
I describe things in unique and
memorable ways.
My writing is focused and
doesn’t stray off topic.
It is clear from my writing that I
like my topic or idea.
doesn’t stray off topic.
It is clear from my writing that I
like my topic or idea.
Id e a De v e l o p m e n t Ch e c k l i s t
Score these five areas from 4 (highest) to 1 (lowest):
I use a balance of showing
and telling.
My details, instead of being
general, are specific.
I describe things in unique and
memorable ways.
My writing is focused and
doesn’t stray off topic.
It is clear from my writing that I
like my topic or idea.
:
Id e a D e v e l o p m e n t C h e c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
I use a balance of showing
and telling.
My details, instead of being
general, are specific.
I describe things in unique and
memorable ways.
My writing is focused and
doesn’t stray off topic.
It is clear from my writing that I
like my topic or idea.
:
:
:
Or g a n i z a t i o n Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
Or g a n i z a t i o n Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My introduction “hooks” the reader
in an interesting way.
All my ideas are presented in a
logical sequence.
The transitions show where my
idea/story moves forward.
My introduction “hooks” the
reader in an interesting way.
All my ideas are presented in a
logical sequence.
The transitions show where my
idea/story moves forward.
The organization of the whole
piece feels natural, not forced.
My conclusion leaves the reader
satisfied.
The organization of the whole
piece feels natural, not forced.
My conclusion leaves the reader
satisfied.
Or g a n i z a t i o n Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
My introduction “hooks” the
reader in an interesting way.
Or g a n i z a t i o n Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
All my ideas are presented in a
logical sequence.
The transitions show where my
idea/story moves forward.
The organization of the whole
piece feels natural, not forced.
My conclusion leaves the reader
satisfied.
satisfied.
My introduction “hooks” the
reader in an interesting way.
All my ideas are presented in a
logical sequence.
The transitions show where my
idea/story moves forward.
The organization of the whole
piece feels natural, not forced.
My conclusion leaves the reader
satisfied.
:
My introduction “hooks” the
reader in an interesting way.
All my ideas are presented in a
logical sequence.
The transitions show where my
idea/story moves forward.
The organization of the whole
piece feels natural, not forced.
My conclusion leaves the reader
Or g a n i z a t i o n Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
:
Or g a n i z a t i o n Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My introduction “hooks” the
reader in an interesting way.
All my ideas are presented in a
logical sequence.
The transitions show where my
idea/story moves forward.
The organization of the whole
piece feels natural, not forced.
My conclusion leaves the reader
satisfied.
:
Vo i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
Vo i c e Che c k l is t:
Score these five areas from 4 (highest) to 1 (lowest):
My writing style reveals a lot
about my personality.
My word choice skills sound
natural, not forced.
My writing comes across as
honest and convincing.
My writing style reveals a lot
about my personality.
My word choice skills sound
natural, not forced.
My writing comes across as
honest and convincing.
My writing attempts to connect
with my audience.
My writing attempts to
connect with my audience.
My attitude about my topic is
obvious.
My attitude about my topic is
obvious.
Vo i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
Vo i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
My writing style reveals a lot
about my personality.
My writing style reveals a lot
about my personality.
My word choice skills sound
natural, not forced.
My writing comes across as
honest and convincing.
My writing attempts to connect
with my audience.
My attitude about my topic is
obvious.
My word choice skills sound
natural, not forced.
My writing comes across as
honest and convincing.
My writing attempts to connect
with my audience.
My attitude about my topic is
obvious.
Vo i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
My writing style reveals a lot
about my personality.
My word choice skills sound
natural, not forced.
My writing comes across as
honest and convincing.
My writing attempts to
connect with my audience.
My attitude about my topic is
Vo i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
obvious.
My writing style
reveals a lot about
my personality.
My word choice
skills sound natural,
not forced.
My writing comes
across as honest
and convincing.
My writing attempts to
connect with my
audience.
My attitude about my
topic is obvious.
Wo r d C h o i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
My adjectives are unique and fit
my descriptions.
I chose verbs that both show
and tell my reader information.
My precise use of nouns makes
my details more memorable.
Figurative language (similes,
metaphors, etc.) feels natural.
I take risks with words; I don’t
just use predictable ones.
Wo r d C h o i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
Wo r d C h o i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
My adjectives are unique and fit
my descriptions.
I chose verbs that both show and
tell my reader information.
My precise use of nouns makes
my details more memorable.
Figurative language (similes,
metaphors, etc.) feels natural.
I take risks with words; I don’t just
use predictable ones.
Wo r d C h o i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
My adjectives are unique and fit
my descriptions.
I chose verbs that both show
and tell my reader information.
My precise use of nouns makes
my details more memorable.
My adjectives are unique and fit
my descriptions.
I chose verbs that both show and
tell my reader information.
My precise use of nouns makes
my details more memorable.
Figurative language (similes,
metaphors, etc.) feels natural.
Figurative language (similes,
metaphors, etc.) feels natural.
I take risks with words; I don’t
just use predictable ones.
I take risks with words; I don’t just
use predictable ones.
Wo r d C h o i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
My adjectives are unique and fit
my descriptions.
I chose verbs that both show and
tell my reader information.
My precise use of nouns makes
my details more memorable.
Figurative language (similes,
metaphors, etc.) feels natural.
I take risks with words; I don’t just
use predictable ones.
Wo r d C h o i c e Che c k l is t :
Score these five areas from 4 (highest) to 1 (lowest):
My adjectives are unique and fit
my descriptions.
I chose verbs that both show
and tell my reader information.
My precise use of nouns makes
my details more memorable.
Figurative language (similes,
metaphors, etc.) feels natural.
I take risks with words; I don’t
just use predictable ones.
Se n t e n ce F l u e n cy Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
Se n t e n ce F l u e n cy Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My sentences mostly begin
with different words.
My sentences mostly begin
with different words.
I use both simple and complex
sentences.
I use both simple and complex
sentences.
I use a variety of transitional
words and phrases.
My sentences vary in length
and structure.
I use a variety of transitional
words and phrases.
My sentences vary in length
and structure.
I add rhythm to sentences with
prepositional phrases and
similar writing tools.
I add rhythm to sentences with
prepositional phrases and
similar writing tools.
Se n t e n ce F l u e n cy Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
:
Se n t e n ce F l u e n cy Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My sentences mostly begin
with different words.
My sentences mostly begin
with different words.
I use both simple and complex
sentences.
I use both simple and complex
sentences.
I use a variety of transitional
words and phrases.
My sentences vary in length
and structure.
I use a variety of transitional
words and phrases.
My sentences vary in length
and structure.
I add rhythm to sentences with
prepositional phrases and
similar writing tools.
I add rhythm to sentences with
prepositional phrases and
similar writing tools.
Se n t e n ce F l u e n cy Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My sentences mostly begin
with different words.
I use both simple and complex
sentences.
I use a variety of transitional
words and phrases.
My sentences vary in length
and structure.
:
:
Se n t e n ce F l u e n cy Che c k l is t
Score these five areas from 4 (highest) to 1 (lowest):
My sentences mostly begin
with different words.
I use both simple and complex
sentences.
I use a variety of transitional
words and phrases.
My sentences vary in length
and structure.
:
:
I add rhythm to sentences with
prepositional phrases and
similar writing tools.
I add rhythm to sentences with
prepositional phrases and
similar writing tools.
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