Progressing (Starting

Meets (Yes) To) Limited (Not Yet)

The writer used different kinds
of The writer tried to
information to teach about the present different kinds of
subject. Sometimes she information about the
included subject, but some was Details and mistakes
little essays, stories, or how-to missing or not written in limit the understanding
Overall sections in her writing. different styles. of the reader.
The writer wrote an introduction
in which he helped readers get
interested in and understand the Attemps to use a type of
subject. He let readers know the introduction defined in
subtopics that he would develop class. Attempts to Writer does not use a
Introduction later as well as the sequence. engage reader. recognizable introcution.
When the writer wrote about
results, she used words and
phrases such as consequently,
as a
result, and because of this.
When
she compared information, she
used phrases such as in
contrast,
by comparison, and especially.
In
narrative parts, she used
phrases Some transition words
that go with stories such as a used. Some may be Few transition words, or
little later and three hours later. used incorrectly or not most are used
Transition Correct signal words are used. fluently. incorrectly.
 The writer wrote a conclusion in
which he restated the main
points
and may have offered a final Attemps to use a type of
thought or question for readers conclusion defined in Writer does not use a
to class. Attempts to recognizable
Conclusion consider engage reader. conclusion.
The writer organized her writing
into a sequence of separate
sections. She may have used Attempts are made a
headings and subheadings to paragraphing and section
highlight the separate sections. headings., but some are
The writer wrote each section missing. Or, paragraphs Few correctly formed
according to an organizational or headings are not paragraphs are present.
plan shaped partly by the genre formatted correctly in Or, none of them are
Organization of the section. writing or misleading. formatted correctly.
The writer explained different
aspects of a subject. He
included a variety of information
such as examples, details,
dates, and quotes. The writer
used trusted sources and gave Not enough details
credit when appropriate. He included, but overall Lack of details make it
made sure to research any reader can still difficult for the reader to
details that would add to his understand and find the understand or find the
Elaboration writing. main point. main point.
The writer used what he knew
about word families and spelling
rules to help him spell and edit.
He used the word wall and Some spelling mistakes, Enough spelling
dictionaries to help him when but they don't interfere mistakes to interfere
Spelling needed. with understanding. with understanding.
 The writer used commas to set
off
introductory parts of sentences
(for example, As you might
know,).
The writer used a variety of
punctuation to fix any run-on Some missing end
sentences. She used End punctuation is punctuation. Or, comma
punctuation present. Some misused usage interferes with
Punctuation to cite her sources. commas throughout. understanding.
Student's last name is part of
Document name
the document name. Does not have last name.
First and last name, assignment,
class, and date are included at
Heading the top of the paper. Does not have heading.
Body of the paper should have
size 12 font. It should be double
spaced. You can choose the Not in 12 point font. Not
font, as long it is not curly. Light double spaced. Not in
Formatting color type should be avoided. readable font.