End of Year: Introspection Project
Rubric
Your goal, using any one of the formats below, is to answer this question thoroughly and with heart:
“How has Ms. Barrett’s class impacted my sense of self?”
BEFORE YOU PRINT, delete any standards you do NOT want assessed. You must have remaining exactly
THREE standards on a single page.
Advanced (4.0)
CT 2 Analysis
Student separates or
breaks a whole into
parts to discover their
nature, function, and
relationships with the
purpose of explaining
their impact on the
work as whole.
CI 1 Claims
Student 1) introduces
precise claims; 2)
establishes the
significance of the
claims; and 3)
elaborates on
counterclaims.
CI 2
Development
Student introduces
and explains relevant
and telling details
(e.g., direct quotations,
personal anecdotes,
examples, extended
definitions, and facts
and figures),
elaborates on their
relevance to the main
idea, and provides an
engaging conclusion
that supports the topic
and examines its
implications and
significance.
Proficient (3.0)
Emerging (2.0)
 creatively and
 sufficiently breaks
 attempts to break
 attempts to
effectively breaks
down assigned topic
into easily digestible
parts for audience
 examines how the
parts contribute to
an insightful and
complex sense of self
down assigned topic
to assist audience
understanding
 examines how the
parts contribute
sense of self
down topic but
analysis shows only a
limited
understanding
 examines how the
parts contribute to a
simplistic or surfacelevel sense of self
 thesis is insightful
 thesis is clear
 thesis is attempted
but simplistic
 supporting claims are
clear and mostly
 supporting claims are
breakdown the topic
are unhelpful or
confusing to the
audience
 attempts to examine
parts, but does not
explain their
contribution to the
author’s sense of self
 thesis requires
significant
clarification
 supporting claims are
buried or require
clarification
and contextualized
includes specific
details
 supporting claims are
concise,
comprehensible, and
specific
 provides many
significant and
relevant quotations
and other details that
thoroughly develop
the topic and
explains the
significance of all
details in a
convincing manner
 provides an engaging
conclusion that
supports the topic
and thoroughly
examines its
implications and
significance
specific
insufficiently
identified
 provides some
 provides few
quotations that
develop the topic
and explanations are
present but can
benefit from
elaboration
 provides a
competent
conclusion that
supports the topic
and examines its
implications and
significance
quotations that
attempt to develop
the topic but
explanations require
clarification
 provides a conclusion
that is related to the
topic
Beginning (1.0)
 provides limited

quotations that may
or may not support
the topic and
explanations are
inconsistent with
the focus
may or may not
provide a
conclusion that
lacks significance or
relevancy to the
topic
CI 3 Cohesion
Student uses words,
phrases, and clauses
as well as varied
syntax to link the
major sections of the
text, creates cohesion
by explaining the
relationship between
ideas and concepts.
The text includes
appropriate and varied
transitions and syntax.
CI 4
Conventions
Student demonstrates
mastery of Standard
American English
conventions of usage
and mechanics while
attending to the norms
of the discipline (i.e.
MLA, APA, etc.).
CI 7 Visual
Rhetoric
Student uses a textual,
graphical, audio,
visual, and interactive
elements in presenting
information to enhance
the audience’s
understanding of the
main idea and to add
interest.
GM 1 Writing
Process
Student develops and
strengthens writing as
needed by planning,
revising, editing, and
proofreading multiple
drafts, each time
focusing on addressing
what is most
significant for purpose
and audience.
Comments:
 strategically uses
 uses appropriate
 contains
 contains few, if any,
words, phrases, and
clauses to link the
major sections of the
text
 sequence of topics
and transitions are
artful and moves the
reader through the
text
 expertly varies syntax
for engagement and
readability
 demonstrates
mastery of Standard
American English
grammar and
mechanics
 specifically attends to
the conventions of
the genre (letter,
format, presentation)
words, phrases, and
clauses to link the
major sections of the
text
 sequence of topics
and transitions are
sufficient to move
the reader through
the text
 varies syntax for
readability
undeveloped words,
phrases, and clauses
to link the major
sections of the text
 sequence of topics
show some evidence
of forethought but
transitions are
lacking
 syntax shows little
variety
relevant words,
phrases, and clauses
to link the major
sections of the text
 sequence of topics
and transitions
appear unintentional
 syntax is repetitive,
clunky
 mostly adheres to
 demonstrates some
 demonstrates
Standard American
English grammar and
mechanics
 suitably attends to
the conventions of
the genre (letter,
format, presentation
 uses three or more
 uses two formatting
formatting elements
(textual, graphical,
visual, interactive,
aural)
 all choices enrich
understanding of the
content
 all choices add
interest
 production is
sophisticated and
polished
 PLANNING: executes
planning process to
exceptional levels,
including clear plans
for evidence and
explanations
 DRAFTS: drafts show
growth, specifically in
complexity of
thought
elements (textual,
graphical, visual,
interactive, aural)
 some choices enrich
understanding of the
content
 most choices add
interest
 production is
completed but
unpolished
accuracy in Standard
American English
grammar and
mechanics
 attempts with little
success to the
conventions of the
genre (letter, format,
presentation
 relies heavily on one
formatting element
(textual, graphical,
visual, interactive, or
aural) but choices
add interest
 some production
details require
attention
multiple inaccuracies
of Standard
American English
grammar and
mechanics
 fails to adhere to the
conventions of the
genre (letter, format,
presentation
 attempts to use
formatting elements
(textual, graphical,
visual, interactive, or
aural) but formatting
choices detract from
rather than add to
content
 production is sloppy,
seems like a draft
 PLANNING:
 PLANNING: partially
 PLANNING: hardly
completes a planning
process that
attempts to plan for
evidence and
explanations, but
complexity may need
to improve
 DRAFTS: drafts show
overall improvement,
including in focus
executes a relevant
planning process that
includes vague
details or evidence is
not aligned
 DRAFTS: some
significant changes
appear between
drafts but room for
more
executes a relevant
planning process that
includes few details
and resembles a list
 DRAFTS: drafts show
little or no
improvement