Student Name:
Modifications: Yes
No
Mandatory Requirements: 5 full pages YES_______ NO ________ TURNITIN.COM RESULTS: Approved: ______ Not Approved: ______ Not Submitted: ______
Guidelines for Using Rubric: Select the indicators that best describe student performance related to each criterion. Students must meet standard on ALL the criterion indicated with an asterisk (*). The majority of indicators within an expectation must meet proficiency if it has an asterisk to be considered a “3” or proficient. A “2” on a criterion of the rubric, which does not contain an asterisk, does not necessarily mean that the paper does not meet proficiency. In order to earn an overall score of “4,” students must exceed proficiency in all criteria.
Criteria
Purpose and Idea
Development
[W-7]
*
Analysis &
Synthesis of
Information, and
Elaboration
Strategies
[R-15, W-6] [W-8]
*
Organization
[W-6]
*
Exceeds Proficiency
4
 Skillfully conveys purpose by establishing a
Meets Proficiency
3
 Conveys purpose by establishing a topic topic through a variety of formal, literary, and/or technical language appropriate to the through language appropriate to the audience
[W-10-7.1; W-10-7.3] audience and context [W-12-7.1; W-12-7.3]
 States a complex controlling  States a controlling idea/focus/thesis idea/focus/thesis [W.12-7-7.2]
 Maintains a complex controlling idea/focus/thesis [W.12-7-7.2]
[W.10-7-7.2]
 Maintains a controlling idea/focus/thesis
[W.10-7-7.2]
 Builds a cohesive argument substantiated with compelling evidence
 Analysis/ interpretation of information presented is compelling while relevant/valid/credible to the purpose, thesis, and audience [R12-15.2; W-12-8.1]
 Specifically addresses readers’ concerns with significant depth of information to support conclusions [W-12-8.2; R-12-15.4]
 Conclusion shows evidence of sophisticated synthesis of information from multiple research studies, including primary sources
 Uses a text structure that refines the focus/controlling idea or thesis
 Maintains consistent organizational structure within paragraphs and throughout text
 Uses sophisticated transitional devices to further enhance meaning
 Builds a cohesive argument substantiated with supporting evidence [W10-6.4a&b]
 Analysis/ interpretation of information presented is accurate, complete, and relevant to purpose, thesis, and audience.
[R10-15.2; W-10-8.1]
 Includes sufficient details or facts to support conclusions [W-10-8.2; R-10-15.4]
 Conclusion shows evidence of synthesis of information from multiple research studies, including primary sources
[W-10-6.4a. and 4b]
 Uses a text structure appropriate to focus/controlling idea or thesis
[W-10-6.1; W-10-1.3]
 Maintains organizational structure within paragraphs and throughout text [W10–1.3]
 Uses transitional words or phrases appropriate to text structure
[W—10--6.3; W 10-3.4]
Nearly Meets Proficiency
2
 Attempts to establish a topic; however, it is not developed
(e.g., may simply state what is common knowledge or is too broad an issue to address)
 Controlling idea/focus/thesis is vague
 Controlling idea/focus/thesis is not consistently maintained throughout
 Attempts to build an argument; however evidence is lacking
 Analysis/ interpretation of information is not entirely accurate, complete, and/or relevant to purpose, thesis, and audience
 Includes some facts/details to support ideas presented
 Conclusion shows little or no evidence of synthesis of information
 Use of text structure is somewhat appropriate to focus/controlling idea or thesis, and/or structure is not maintained throughout
 Exhibits some organizational structure within paragraphs and throughout text
 Some transitional words or phrases appropriate to text structure
Below Proficiency
1
 States a topic, but lacks purpose and/or development
 No evidence of controlling idea/focus/thesis
 Shows little comprehension of information and is unable to relate information/evidence to major ideas
 Analysis/ interpretation of information is mostly inaccurate, incomplete, and/or irrelevant to purpose, thesis, and audience
 Includes little or no facts/details to support ideas presented
 Conclusion shows no connection made between purpose/thesis or lacks a conclusion
 Lacks a consistent or appropriate text structure for focus/controlling idea or thesis
 Exhibits little organizational structure within paragraphs and throughout text
 Few or no transitional words or phrases appropriate to text structure
District Academic Expectation Indicators Met: 1.3, 1.5, 2.1, 2.2, and 4.2 - Updated Dec2011 Class of 2013
Extracted from Rhode Island Diploma System Local Assessment Toolkits - http://www.ride.ri.gov/highschoolreform/dslat/
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Student Name:
Modifications: Yes
No
Criteria
Resources Cited
[W-6]
*
Writing
Conventions
[W-9]
Structures of
Language
[W-1]
Exceeds Proficiency
4
 Exceeds required number and types of sources for researching topic
 Source choices, such as peer reviewed journals, reflect a high level of sophistication and strengthen credibility of the research
 Lists and cites sources, including Works
Cited Page, using standard MLA format
[W-12-6.5]
 Demonstrates consistent control of usage, grammar, punctuation, capitalization, and spelling
[W-12-9.1, W-12-9.2; W-12-9.4; W-12-9.5
 Applies sophisticated word choice and text structure (sentences, sentence patterns, text) to enhance meaning for particular contexts, viewpoints, or interpretations
[W10-1.1; W10–1.4]
 Skillfully uses varied sentence length and structure to enhance meaning
 Smooth integration of textual support
Meets Proficiency
3
 Includes required number and types of sources for researching topic
 Sources cited in body of paper or presentation are relevant, accurate, and reliable to main idea/thesis
 Lists and cites sources, including Works
Cited Page, with few errors in standard MLA format [W-10-6.5]
 Demonstrates control of usage, grammar, punctuation, capitalization, and spelling
[W-10-9.1, W-10-9.2; W-10-9.4; W-10-9.5
]
 Occasional errors do not interfere with meaning
 Text structure is appropriate to purpose, audience, and context [W10–1.4]
 Uses varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) [W10-1.1]
 Demonstrates integration of textual support
Nearly Meets Proficiency
2
 Number and/or types of sources are nearly sufficient for researching topic
 Few sources cited in body of paper or presentation are relevant, or accurate, or reliable to main idea/thesis
 Lists and cites sources, including Works Cited Page, with many errors in standard
MLA format
 Demonstrates some control of usage, grammar, punctuation, capitalization, and spelling
 Errors begin to interfere with meaning.
Below Proficiency
1
 Significantly insufficient number and/or types of sources used for researching topic
 Most sources cited in body of paper or presentation are missing and/or irrelevant and/or inaccurate, and/or unreliable to main idea/thesis
 Lists and cites sources, including
Works Cited Page, with major errors in MLA standard format

Demonstrates little control of usage, grammar, punctuation, capitalization, and spelling

Numerous errors interfere with meaning
 Text structure is not always appropriate to purpose, audience, and context
 Uses some variation of sentence length and structure
 Attempts integration of textual support
 Text structure interferes with meaning and intent
 Uses little or no variation of sentence structures
 Limited or no integration of textual support
MLA
Format
Consistently maintains MLA format with respect to:
 Times New Roman, 12 Font
 Double Spacing
 Header is correctly formatted with last name and number on each page
 Heading on page one is correctly formatted
 1” Margins
 Written in Third Person
Usually maintains MLA format with respect to:
 Times New Roman, 12 Font
 Double Spacing
 Header is correctly formatted with last name and number on each page
 Heading on page one is correctly formatted
 1” Margins
 Written in Third Person
Occasionally maintains MLA format with respect to:
 Times New Roman, 12 Font
 Double Spacing
 Header is correctly formatted with last name and number on each page
 Heading on page one is
 correctly formatted
1” Margins
 Written in Third Person
Rarely maintains MLA format with respect to:
 Times New Roman, 12 Font
 Double Spacing
 Header is correctly formatted with last name and number on each page
 Heading on page one is correctly formatted
 1” Margins
 Written in Third Person
District Academic Expectation Indicators Met: 1.3, 1.5, 2.1, 2.2, and 4.2 - Updated Dec2011 Class of 2013
Extracted from Rhode Island Diploma System Local Assessment Toolkits - http://www.ride.ri.gov/highschoolreform/dslat/
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