Name_________________________-____
Competencies – Clarifying Descriptors
Definition / Synthesis Essay about Diploma Plus (Collaborative Rubric)
Consider what the objective of our assignment is and what you think “quality” work looks like. What “things” (e.g. specific language) would you look for in
the work in order to reach the different competency levels?
Assignment: Write an definition/synthesis essay in which you address the following prompt.
Prompt: What is the Diploma Plus approach to education? In your explanation, introduce and explain Diploma Plus, competencies, and the phases of Diploma Plus. Also include a discussion of how you
understand Diploma Plus and how that impacts you as a student.
- discussion of Diploma Plus (what it means and how this differs from a "traditional" school),
- discussion of competencies (what they mean and how they are used),
- discussion of the phases of Diploma Plus - which we use here at Bloomington Graduation School (what they are and how progress between the phases is accomplished),
- and a discussion of how you understand each of these topics you discussed.
In your finished, word-processed essay, you need to do the following:
- illustrate your awareness of an effective structure of an essay,
- illustrate an effective introduction (get attention, introduce topic, and introduce what you will discuss),
- illustrate an effective conclusion (review topic, review what you discussed, and provide closure), and
- illustrate "good" writing (discussed at the beginning and throughout Quarter l).
Standards are listed here:
9-10.W.4 Writing (The Writing Process): Apply the writing process to-*Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and
strengthen writing that is clear and coherent.
Competencies
Emerging
Capable
Bridging
Proficient
Advanced
1
2
3
4
5
E06. Writing Process: Employ a wide
range of writing strategies and
processes to generate and edit
written and oral communication.
Describe different types of writing:
personal, critical, description, etc.
Recognize or recall the steps to
writing strategies.
Student

Identifies – with coaching
– writing process steps –
but does not implement
Demonstrates the steps of
prescribed writing strategies and
models.
Edit writing for specified grammar,
language conventions, and
organization.
Student

Completes only some of
the writing process steps

Completes only portions of
the writing process steps
Independently select writing
strategies and models.
Use classroom-established writing
criteria to assess and improve
writing.
Independently select and assess the
strengths of chosen writing
strategies and models, through
discussion of revisions with peer
editors.
Write, revise and edit work
independently, to produce work
suitable for publication or
presentation.
Student

Completes each step of
the writing process

Illustrates partial
application of steps to
improve writing (ex.
partial outline, partial
editing)
Student

Independently seeks out
peer review

Utilization of feedback to
improve writing
Design or experiment with new
writing strategies and be able to
evaluate rationale for choices.
Create criteria for assessing one’s
own writing and use those criteria to
produce and evaluate a written,
oral, or visual piece.
Student

Reflection on writing
process & revising/editing
provides clear evidence of
self-evaluation &
assessment.
Competencies
E07. Idea Development: Discuss,
support, and elaborate on ideas
using specific and relevant evidence.
Competencies
E08. Organization:
Communicate using direction,
shape, and coherence.
Emerging
1
Capable
2
Bridging
3
Use teacher provided template to
write main idea, focus on thesis, and
provide details or evidence
Independently develop consistent
main idea, focus, or thesis, and
support ideas with relevant, specific
details and evidence.
Analyze the effectiveness of a main
idea, focus, or thesis and the
supporting details and evidence
Design and experiment with a
variety of ideas and supporting
details, including a mix of logical,
ethical, and emotional arguments.
Student

Identifies- with coachingpossible examples to
illustrate main idea/point
Student

Identifies- with coachingpossible examples to
illustrate main idea/point

Summarizes main idea but
does not provide examples
to illustrate
Student

Summarizes main idea in
introduction (DP)

Provides clear points to
support opinion (includes
DP, competencies, phases)

Provides basic examples to
illustrate each point – but
without explanation
(conveys “vocab.” of DP
but does not illustrate
what it means
Student

Provides adequate
examples to illustrate
each point – with basic
explanation

Goes beyond one source
to find examples to
illustrate each supporting
point of essay

Analyzes examples for
overall impact in creating
coherent essay (this can
be seen in work through
the prewriting, drafting,
and revising phases)
Student

Provides extensive
examples to illustrate
each point – with
thorough and clear
explanation (defines and
provides minimum 2-3
examples with
explanation/connection)

Uses multiple sources to
find examples to illustrate
each supporting point of
essay

Analyzes examples for
overall impact in creating
coherent essay (seen
through work or
conference or postreflection)
Emerging
1
Explain the importance of
organizing writing.
Capable
2
Apply teacher-supplied models
to organize writing (e.g., web
and sandwich charts,
worksheets for organizing
drafts).
Bridging
3
Independently employ standard
forms of organization (e.g. 5paragraph essay) to form a
cohesive text.
Proficient
4
Experiment with variations to
standard organization
structures, transitions, and/or
genres to write for the same
purpose and audience.
Advanced
5
Fluently and purposefully
abandon or manipulate
conventional text forms to
develop purpose.
Identify main idea, focus, or thesis.
Identify examples of supporting
evidence.
Experiment with a variety of
types of writing, using teachercreated guides.
Student

Writing is difficult to
follow – organizational
elements missing
Student

Follows suggested outline
but leaves basic elements
out (topic paragraph)
Make logical and coherent
transitions between ideas and
paragraphs.
Maintain a clear and
appropriate focus.
Student

Includes organizational
elements (introductory
paragraph, concluding
paragraph)

Develops paragraphs that
stay on topic and follow a
logical order in presenting
topic

Beginning use of transition
words
Proficient
4
Analyze the effectiveness of a
chosen structure or
organization.
Student

Implements suggested
outline but goes beyond to
add personal touch (for
example, additional
paragraphs/topics about
DP or experience as a
student)

Includes transition words
to clarify connections.
Advanced
5
Defend choice of structure and
direction chosen.
Student

Goes beyond assignment
to add reflection on
choices implemented for
organizational choices and
structure (again, this
requires post-reflection
work – conference or
written)
Competencies
E10. Conventions: Apply
knowledge of language
structure and conventions
(grammar, spelling, and
punctuation).
Emerging
1
Identify parts of speech.
Recognize or recall grammar
and punctuation rules.
Capable
2
Punctuate simple sentences
correctly in isolation.
Employ standard English in
formal writing.
Use correct mechanics
(punctuation, capitalization,
etc.) in isolation.
Bridging
Proficient
3
4
Control conventions of basic
Control conventions while using
sentence structure, end
sophisticated writing structures.
punctuation, and paragraphing in
Arrange and analyze use of
writing.
language structure for its
Demonstrate the use of language appropriateness with topic,
structure specific to topic and/or content area, and audience.
content area to establish an
authoritative voice.
Advanced
5
Control conventions, while
producing a variety of writing
assignments (e.g., critical,
personal, poetry, fiction, etc.)
with a variety of writing
techniques, including those
which deliberatively break with
convention (e.g., deliberate use
of sentence fragments, use of
dialect, and creative spelling for
effect).
Student

Writing can be followed
and understood by reader

Is able to edit
independently with only a
few convention errors
Student

Writing is easily followed
– reader doesn’t need to
think about the
conventions

Is able to independently
edit and help others

Writing is more complex
Independently apply spelling
rules and/or use resources to
check spelling in isolation.
Student

Writing is difficult to
follow

Is able to partially edit
with coaching
Student

Writing is difficult to
follow

Is able to partially edit
independently
Student

Writing is easily followed
and understood by reader
(doesn’t take rereading by
reader to do so)

Is able to edit
independently with
minimal convention errors

Attempts more complex
sentence structures,
punctuation, and wording
(sentence & paragraph level)

Is able to explain
conventions choices made
and implemented
Competencies
P01. Self-management:
Take responsibility for changing
personal behaviors or acquiring
skills that lead to both social
and academic success.
Competencies
P05. Reflection and
Evaluation: Assess current
knowledge, progress, and
effectiveness of process and
actions.
Emerging
1
Identify personal behaviors or
skills that lead to both social
and academic success.
Capable
2
Describe responsibilities for
changing personal behaviors or
acquiring skills that lead to both
social and academic success.
Bridging
3
Use information and feedback
on personal behavior to acquire
or develop skills that lead to
both social and academic
success.
Proficient
4
Analyze the impact of personal
behaviors and skills related to
social and academic success.
Advanced
5
Evaluate and modify personal
behaviors leading to social and
academic success.
Student

Is able to state that
completing work is
important for learningwith coaching- but does
not complete
Student

Is able to describe
responsibility needed and
begins assignment but
does not complete
Student

Completes basic
assignment (including
required parts) but late or
only with prompting and
direct supervision
Student

Completes all
requirements of
assignment on time – and
is able to discuss need to
do so for future
learning(without
prompting or direct
supervision)
Student

Moves beyond required
assignment to add specific
and focused reflection and
evaluation of work skills
and success

Consistently illustrates
and is able to reflect on
the modifications that
need to occur
Emerging
1
Identify current knowledge and
the relevance of that
knowledge.
Capable
2
Describe the relevance of
current knowledge and its
connection to prior knowledge.
Bridging
3
Reflect on current knowledge
and the process used to
develop the knowledge.
Proficient
4
Analyze current knowledge,
progress, processes, and
actions.
Advanced
5
Make a detailed assessment
of what one knows and the
progress made.
List process and actions.
Describe process and actions.
Student

Able to list what was done
– but with prompting
Student

Able to describe steps

Able to connect objective
of assignment to larger
goals of course – with
prompting.
Critique effectiveness of
processes and actions.
Student

Independently describes
objective & connection to
larger goals of course

Able to discuss knowledge
and illustrate ownership of
that knowledge
Student

Discussion in reflection
illustrates learning

Identifies weaknesses or
areas which could be
improved – and
independently makes
suggestions for revisions
Student

Discussion in reflection
illustrates learning

Independently evaluates
quality of work and can
effectively discuss plans to
improve quality in future

Discussion illustrates
internalization of process
and learning