San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and

d History-Social Science Department

Grade 7

NARRATIVE Writing Rubric

HOLISTIC SCORE _____ IDEAS/ CONTENT Advanced 3 2 1 Skillfully combines all story elements around a controlling idea to reveal a thoughtprovoking theme Skillfully develops plot line with complex major and minor characters and a definite setting Anecdotes, sensory details and examples create a clear sense of the main characters thoughts, actions and appearances A range of devices such as suspense, dialogue and action (gestures, expressions) skillfully advances the plot, gives insight into characters, and keeps the reader continually informed/entertained Skillful Structure: Strong, engaging exposition Logical and effective sequencing of ideas based on purpose and skillfully linked to theme Resolution and denouement reinforce theme and give closure Writer's voice is authentic, clever and entertaining Skillfully reveals the significance of the writers attitude about the subject/ memorable incident Clear sense of purpose and audience Consistent point of view Words or phrases powerfully convey the intended message and skillfully reveal characters looks, actions, feelings, reactions, and conversation Academic language, imbedded throughout the text, enhances story Purposeful and innovative sentence structure to enhance intended effect Skillful use of transitions within and across paragraphs Proficient 3 2 1 Combines story elements around a controlling idea to reveal a thought-provoking theme Develops a standard plot line with complex major and minor characters and a definite setting Anecdotes, sensory details and examples create a sense of the characters thoughts, actions and appearances A range of devices such as suspense, dialogue and action (gestures, expressions) advances the plot, gives insight into characters, and keeps the reader informed/ entertained Basic 3 2 1 Story elements may or may not reveal a controlling idea/theme Overly simplistic Provides a minimally developed plot line Below Basic 3 2 1 No clear controlling idea and/or theme

WRITING APPLICATION

Plot and Situation

Lacks a developed plot line

Narrative Devices/ Story Details

Attempts to use details and/or anecdotes, suspense, dialogue, and action, but with minimal effectiveness

Fails to use details, anecdotes, dialogue, suspense, and/or action

ORGANIZATION

Effective structure: Engaging exposition Logical sequencing of ideas based on purpose and linked to theme Resolution and denouement reinforce theme and give closure Writers voice is confident, authentic and entertaining Reveals the significance of the writers attitude about the subject/memorable incident Clear sense of audience and purpose Consistent point of view Precise, detailed words or phrases get message across and reveal characters looks, actions, feelings, reactions, and conversation Uses academic language to enhance story

VOICE WRITING STRATEGIES

Weak structure: Exposition, sequencing of ideas in body and/or resolution/denouement need some revision May be isolated events with weak sequencing Sense of purpose and/or audience not clear Writers voice is detached from the story

Little to no structure: Exposition, conflict and/or resolution/ denouement may not exist

Unclear or no sense of voice, purpose and/or audience

WORD AND LANGUAGE CHOICE

More precise and accurate words are needed to convey a clear message

Limited vocabulary; words may be used inappropriately or unnecessarily repeated

SENTENCE FLUENCY

Purposeful use of sentence structure to enhance intended effect Transitions connect ideas within and across paragraphs

Some understanding of sentence structure Limited use of appropriate transitions to connect sentences

Little or no sense of sentence structure Lacks transitions

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San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

NARRATIVE Writing Rubric (continued)

CONVENTIONS Shows creativity and flexibility when using conventions to enhance meaning Uses grade level appropriate conventions; errors are minor and do not obscure meaning Uses grade level appropriate conventions; errors occasionally obscure meaning Limited understanding of grade level appropriate conventions

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San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

PERSUASIVE Writing Rubric

HOLISTIC SCORE _____ IDEAS/ CONTENT Advanced 3 2 1 States a clear position or perspective in support of a position or proposal that strongly appeals to audience Skillfully describes the points in support of the position, using well-articulated, welldocumented and convincing evidence Skillfully uses a variety of persuasive techniques Effective use of references embedded within the text Addresses opposing viewpoints and provides counterarguments, building an extremely convincing and wellfocused argument Skillful Structure: Strong, engaging introduction Logical and effective sequencing of ideas linked to thesis Conclusion strongly reinforces thesis and gives closure Writers voice is confident, convincing and imbedded within the textual information Compels reader to react favorably to writers position Clear sense of purpose and audience Words/phrases powerfully convey the intended message in a very interesting and precise way Academic language imbedded throughout text Purposeful and innovative sentence structure to enhance intended effect Skillful use of transitions within and across paragraphs Shows creativity and flexibility when using conventions to enhance meaning Proficient 3 2 1 States a clear position or perspective in support of a proposition or proposal Adequately describes the points in support of the position, using logical, well-articulated and documented evidence (facts, statistics, examples, anecdotes, descriptions) Sources referenced within the text Addresses opposing viewpoints and provides counterarguments Basic 3 2 1 Position or perspective may not be immediately clear to the reader Supporting points/ evidence is not logical, sufficient, well articulated, or documented Below Basic 3 2 1 No clear position or proposal

WRITING APPLICATION

Reasons and Evidence to Support Thesis

Offers little or no supporting points/evidence

Addressing Concerns/ CounterArguments ORGANIZATION

Anticipates few reader concerns and counterarguments

Does not anticipate reader concerns or counter-arguments

Appropriate structure: Engaging introduction Logical sequencing of ideas based on purpose and linked to thesis Conclusion reinforces thesis and gives closure Writers voice is confident and convincing Writers reaction and feelings about the thesis are evident Clear sense of purpose and audience Consistent point of view Precise words/phrases get the message across Uses academic language related to the text

Weak structure: Introduction, body and/or conclusion may need some revision Evidence may be isolated facts with weak sequencing Sense of purpose and/or audience not clear Straight facts with writers voice detached from topic

Little or no structure: Introduction, body and/or conclusion may not exist or may need major revision

VOICE WRITING STRATEGIES

Unclear or no sense of voice, purpose and audience

WORD AND LANGUAGE CHOICE

More precise and accurate words are needed to create a clear message

Limited vocabulary; words may be used inappropriately

SENTENCE FLUENCY

CONVENTIONS

Purposeful use of sentence structure to enhance intended effect Transitions connect ideas within and across paragraphs Uses grade level appropriate conventions; errors are minor and do not obscure meaning

Some understanding of sentence structure Limited use of appropriate transitions

Little or no sense of sentence structure Lacks transitions

Uses grade level appropriate conventions; errors occasionally obscure meaning

Limited understanding of grade level appropriate conventions

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San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

RESEARCH REPORT Writing Rubric

HOLISTIC SCORE _____ IDEAS/ CONTENT WRITING APPLICATION Advanced 3 2 1 States a compelling and original thesis Skillfully supports thesis, using well-articulated, welldocumented and compelling evidence synthesized from a variety of credible sources Skillfully presents detailed information with clear conclusions throughout paper Variety of sources Sources properly cited within text and referenced in bibliography Skillful Structure: Strong, engaging introduction Logical and effective sequencing of ideas linked to thesis Conclusion strongly reinforces thesis and gives closure Writers voice is authentic, confident, enlightening, and imbedded within the textual information Clear sense of audience and purpose Consistent point of view Words/phrases powerfully convey intended meaning in an interesting and precise way Academic language imbedded throughout text Purposeful and innovative sentence structure to enhance intended effect Skillful use of transitions within and across paragraphs Shows creativity and flexibility when using conventions to enhance meaning Proficient 3 2 1 States a meaningful thesis Basic 3 2 1 Weak thesis and/or focus too broad Evidence is not logical, sufficient, well articulated, or well documented Some explanation and interpretation Incomplete Incorrect format Below Basic 3 2 1 No clear thesis

Supporting Thesis

Elaboration

Citations/ Bibliography

ORGANIZATION

Adequately supports the thesis, using logical, wellarticulated and documented evidence, synthesized from a variety of sources Adequately explains and interprets information Draws conclusions Variety of sources Sources properly cited within text and referenced in bibliography; may have minor errors Appropriate structure: Engaging introduction Logical sequencing of ideas based on purpose and related to thesis Conclusion reinforces thesis and gives closure

Little or no supporting evidence to support thesis

Little or no interpretation None

Weak structure: Introduction, body and/or conclusion need some revision Evidence may be isolated facts with weak sequencing

Little to no structure: Introduction, body and/or conclusion may not exist or may need major revision

WRITING STRATEGIES

VOICE

WORD AND LANGUAGE CHOICE

Writers voice is authentic, confident and engaging Writers reaction and feelings about the thesis are evident Clear sense of purpose and audience Consistent point of view Precise words/phrases convey intended meaning Uses academic language related to the text

Sense of purpose or audience not clear Straight facts with writers voice detached from topic

Writing lacks voice Unclear or no sense of purpose and audience

More precise and accurate words/phrases are needed to create clear meaning

Limited vocabulary; words may be used inappropriately

SENTENCE FLUENCY

CONVENTIONS

Purposeful use of sentence structure to enhance the intended effect Transitions connect ideas within and across paragraphs Uses grade level appropriate conventions; errors are minor and do not obscure meaning

Some understanding of sentence structure Limited use of appropriate transitions

Simple or incorrect sentence structures

Uses grade level appropriate conventions; errors occasionally obscure meaning

Limited understanding of grade level appropriate conventions

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San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

RESPONSE TO LITERATURE Writing Rubric

HOLISTIC SCORE _____ IDEAS/ CONTENT Advanced 3 2 1 Compelling thesis that conveys a clear and insightful perspective Keen analysis to include exceptional understanding of: (a) the way character development reveals theme, (b) recurring themes across works and/or (c) the effect of the authors craft and style Skillfully supports the thesis Perceptive synthesis of ideas to show thoughtful and well-founded interpretation that skillfully supports thesis Proficient 3 2 1 Coherent thesis that conveys a clear and insightful perspective Effective analysis to include understanding of: (a) the way character development reveals theme, (b) recurring themes across works and/or (c) the effect of the authors craft and style (literary elements and devices) Supports the thesis Synthesis of ideas to show effective interpretation organized around several clear ideas, premises or images from the literary work that supports the thesis Effective use of logical, well-articulated and documented textual evidence to support thesis Effective Structure: Engaging introduction Logical sequencing of ideas based on purpose and linked to thesis Conclusion reinforces thesis and gives closure Basic 3 2 1 Weak thesis that conveys a limited understanding of a literary work Analysis conveys limited understanding of characterization, theme and/or authors craft and style May not support the thesis Below Basic 3 2 1 No clear thesis

Analysis

Little or no analysis of the literature Does not support thesis

WRITING APPLICATION

Interpretation

Summarization of details with some attempt at offering an interpretation May not support the thesis

Random presentation of details and no offer of an interpretation Retell only Does not support the thesis Evidence does not support thesis or is absent.

Support

Convincing use of logical, well-articulated and documented textual evidence to support thesis Skillful Structure: Strong, engaging introduction Logical and creative sequencing of ideas linked to thesis Conclusion skillfully reinforces thesis and gives closure Writer's voice is authentic, confident and convincing Writers reaction and feelings are skillfully articulated Clear sense of purpose and audience Consistent point of view Precise words or phrases powerfully convey the intended message Precise language to skillfully show not tell

Limited use of textual evidence to support thesis

ORGANIZATION

Weak structure: Weak introduction Isolated facts with limited sense of organization Incomplete conclusion or closure

Little to no structure: Introduction, body and/or conclusion may not exist

VOICE

STRATEGIES

WORD AND LANGUAGE CHOICE

Writers voice is confident and authentic Writers reaction and feelings about the reading are evident Clear sense of audience and purpose Consistent point of view Effective use of words or phrases convey intended message Precise language to show not tell

Retells story with writers voice detached from the response Sense of purpose and/or audience not clear Lacks consistent point of view More precise and accurate words are needed to create a clear message

Unclear or no sense of voice, purpose, audience and/or point of view

Limited vocabulary; words may be used inappropriately or unnecessarily repeated

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San Diego Unified School District Office of the Deputy Superintendent Instruction and Curriculum Division Literacy and History-Social Science Department

Grade 7

RESPONSE TO LITERATURE Writing Rubric (continued)

WRITING SENTENCE FLUENCY Purposeful and innovative sentence structure to enhance intended effect Skillful use of transitions within and across paragraphs Purposeful use of sentence structure to enhance intended effect Transitions effectively connect ideas within and across paragraphs Some understanding of varied sentence structure Limited use of appropriate transitions Little or no sense of sentence structure Lacks transitions

CONVENTIONS

Shows creativity and flexibility when using conventions to enhance meaning

Uses grade level appropriate conventions; errors are minor and do not obscure meaning

Uses grade level appropriate conventions; errors occasionally obscure meaning

Limited understanding of grade level appropriate conventions

September 2006

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