CONTENT Rubric

1 2 3 4
Thesis/Focus Thesis statement is not evident. No clear direction of thesis is
evident, too much going on without
a definitive statement.
Core belief for student
success is clearly stated with
evidence of development.
One core belief is explicit and
developed throughout the
story.
Purpose Tells a story that is not
connected to the topic or does
not tell a story.
Tells a story that is somewhat
connected to the belief, but is
difficult to follow.
Tells a story that is connected
to the belief.
Tells a story that is grounded
in the routine of schools with
a clear focus on what it takes
to be successful and has one
main theme supporting thesis.
Organization/
Transition
Demonstrates limited or no
organiation! does not stay on
topic! limited or no transitional
devices.
Demonstrates ineffective
organiation! attempts to refer to a
single topic! transitional devices are
limited.
Demonstrates organiation!
maintains focus throughout!
uses a variety of transitional
devices.
Demonstrates uni"ue or
effective organiation!
maintains focus throughout!
uses a variety of transitional
devices uni"uely#effectively.
etai!s/
E!aboration
$acks details for the belief or
details do not enhance the belief
statement.
$imited use of details! details tell
rather than show.
%ffective use of relevant
details support the belief
statement expressed! details
mostly show rather than tell
&ni"ue, rich, insightful, and
effective use of details to
support belief statement!
details effectively show rather
than tell.
Point o" #ie$ &ses second person 'you( point
of view.
)nconsistent use of first*person
point of view.
+ostly consistent use of first*
person point of view.
Consistent use of first*person
point of view.
%riter&s Cra"t
#ocabu!ar'
#oice
Tone
(t'!e
, -eak vocabulary! word
choice
interferes with meaning.
, $acks writer.s voice.
, Tone is unclear or negative.
, $imited or no use of sentence
variety.
, /asic or limited vocabulary! some
incorrect word choice.
, %merging sense of voice.
, Tone preaches or 0udges.
, )neffective use of sentence
variety.
, Consistently varied and
effective use of vocabulary!
clear and appropriate word
choice.
, 1trong sense of voice.
, Tone is mostly personal and
positive.
, %ffective use of sentence
variety.
, 2ich vocabulary, vivid
language! sophisticated
word
choice.
, 3owerful sense of voice
throughout piece,
appropriate
for purpose.
, Tone is consistently
personal
and positive.
, %ffective use of sentence
variety to enhance voice and
meaning.
)echanics %rrors seriously interfere with
meaning.
+any errors that sometimes
interfere with meaning.
1ome errors that do not
seriously interfere with
meaning.
4ew errors that do not
interfere with meaning.
Overall 1core5 66666666# 78
93resentation :nd 3rocess; 2ubric
< = > 7
Effective use
of Multimedia
Does not use
multimedia.
&ses multimedia
form but not an
acceptable format.
&ses acceptable
multimedia format.
%ffective
implementation of
multimedia format in
a uni"ue and creative
way.
Synthesis of
Resources
Does not use
sufficient resources
available.
Cites limited
resources.
1ummaries at least
? resources.
%ffective use and
synthesis of at least
? resources.
Progress of
Work
No documentation of
work.
)nsufficient
documentation of
work.
:de"uate
documentation of
work.
%ffective
documentation of
work progression.
Clarity of
Belief
No thesis presented. )nsufficient thesis
without clarity.
Thesis is stated. Thesis is stated and
flows throughout
presentation.
Persuasive
Techniques
No persuasive
techni"ues.
$imited
implementation of
persuasion.
:de"uate 3ersuasion
is used to 9sell;
success techni"ue.
%ffective use of
persuasion to
convince audience
Authenticity/
Uniqueness
3resentation lacks
originality.
1lightly original
presentation but
lacks definitive
creativity.
Original
presentation.
Original presentation
and authentic use of
multimedia.
Totals 66666666#=>
93%%2 2%@)%-; 2ubric
Peer Grading:
(circle one, 1 being very weak 5 being very strong)
If below a 3, please provide explanation.
Cooperation: 1 2 3 4 5
Leadership: 1 2 3 4 5
Authenticity/Originality: 1 2 3 4 5
Appropriate portion of workload: 1 2 3 4 5
Effort: 1 2 3 4 5
Professionalism: 1 2 3 4 5