Name: ________________________________________
Date: __________
Hour: __________
Scoring Guide for Lining an Essay
Syntax Analysis
W.CCR. 5
Annotations
W.CCR.4
Revised Work
W.CCR.5
W.CCR.1
Color Coding
Part 5:
Revised & edited lines
are color coded and
labeled according to
page 70 in Pink Book
Part 6:
Self-evaluation of the
revised essay using the
scoring rubric: ACT,
Persuasive, AP
W.CCR.10
Part 3:
Evidence of your plan
for revision/editing of
this essay point by point
for each sentence &
paragraph: Revision
check-list is utilized; 79
& 87-89 in pink book
Part 4:
Evidence of intensive
editing & revision work
to produce stronger
writing & elevated
diction
Self-Evaluation
Part 1:
Thesis, Topic Sentences,
Conclusion Lined out in
chart format with part of
essay identified
Part 2:
Identifying type of
sentence structure,
diction choices, and
length: Pink Book pages
46-54
5 Advanced
Preparation
W.CCR.6
Essay
4 Proficient
3 Basic
Prompt: _________________________________________
Score: __________/30 points
2 Below Basic
1 Far Below Basic
0 Invalid
Attempt/
Missing*
Not Done!
Completed
Completed
Completed
Partial Completion
Partial
Completion
Specifically identified
each type of sentence
structure, the length of
each sentence, and
diction choices to
transfer
Identifies sentence
types focusing mostly
on those on page 47,
the length of each
sentence, and good
diction choices
Partial identification
of sentence types,
some listing of length
and diction choices
Incomplete or
inadequate
identification of
sentences, length,
or diction
Not Done!
Specifically identifies
strengths and
weaknesses, sequencing
issues, transitions, and
development: uses all 7
areas of the Revision
Check-list to show
impact of errors
Specifically identifies
strengths and
weaknesses in 6 of the
7 Revision categories;
shows some
awareness of impact of
errors
Identifies most
sentence types
focusing on those
listed on page 47, the
length of each
sentence and some
diction.
Identifies some
strengths and some
weaknesses in 5 out of
7 Revision categories;
little awareness of
impact of errors
Limited or unfocused identification of
weaknesses in 4 or fewer Revision
categories; no awareness of impact of
errors on overall logical flow, sequencing,
or development; errors are frequently
distracting and impede understanding
Not Done!
Shows excellent control
of the writing; thorough
understanding of the
prompt; application of
awareness of strengths
and weaknesses &
elevated diction; few to
no errors; includes a
clear counter-claim
Good control of the
writing; thorough
understanding of the
prompt and what
evidence needs to be
used; counter-claim
used; some
improvement in
weaknesses & diction;
few to no errors
Good control of using
color coding to identify
elements of the essay
Some control of the
writing; minimal
improvement over
first attempt;
elevation of diction
remains troublesome;
some errors in syntax,
grammar & usage;
counter-claim is
attempted
Some control of the
use of color coding to
identify most
elements of the essay
Little control over
the writing; minor
improvement over
first attempt; diction
remains basic;
significant revision
still needed; many
errors in grammar,
syntax & usage; no
counter-claim
Little control of the
use of color coding;
minimal
identification of
elements of the essay
Incomplete or
inadequate
attempt; this draft
needs major
revision;
numerous and
serious errors in
syntax, grammar &
usage remain
Not Done!
Incomplete or
inadequate
attempt at using
color coding to
identify elements
Not Done!
Good match of scoring
guide to student
reflection on essay;
some understanding of
rubric categories
Some match of scoring
guide to student
reflection on essay;
some understanding
of rubric categories
Little indication that rubric categories were
read; disconnect between student
reflection and guide; looks as if student just
made marks on the rubric
Excellent use of color
coding to identify
elements of the essay
Excellent match of
scoring guide to student
reflection; complete
understanding of
scoring rubric
categories
* Explain reason for your missing work; re-do and resubmit a quality work by next class for no more than half credit.
Not Done!
Vicky Bryan/Dawn Smith © 2014