|Meaning: the extent to which the essay exhibits sound understanding of the
task and text
||-makes on target connections between information in the
text and the assigned task.
|| -makes general connections between information in the text and the assigned task.
||-makes limited connections between information in the text and the assigned task.
||-conveys a confused or inaccurate understanding of the text
-alludes to the text but makes unclear connections to the task.
|Development: the extent to which ideas are elaborated using specific and relevant
evidence from the texts without plagiarizing.
||-develops ideas clearly and fully making effective use of a wide
range of relevant and specific details from the texts.
||-develops ideas clearly and consistently, using relevant, specific details from the texts.
||-develops some ideas more fully than others, using undeveloped,
specific and relevant details from the texts.
||-ideas are incomplete or largely undeveloped,
-references to the text are vague or
|Organization: the extent to which the essay exhibits coherence.
||-maintains a clear and appropriate focus, exhibits a logical and coherent structure
through skillful use of appropriate devices and transitions.
||-maintains a clear and appropriate focus
-exhibits a logical sequence of ideas but may lack internal consistency.
|-establishes, but fails to maintain an appropriate focus
-exhibits structure but may include some inconsistencies or irrelevancies.
|-shows minimal focus or organization.
|Language Use: the extent to which the essay reveals awareness of purpose through
effective use of words, sentence structure, and sentence variety.
||-is stylistically sophisticated, using language that is precise
-varies sentence structure and length of sentences
|-uses language that is fluent, with awareness of
-occasionally makes effective use of sentence structure and, or length.
| -relies on basic vocabulary
-exhibits some attempt to vary sentence structure or length for effect, but with
|-uses language that is imprecise or
-demonstrates minimal ability to construct appropriate sentences.
|Conventions: the extent to which the response exhibits
conventional spelling, punctuation, paragraphing, capitalization, grammar, and
||-demonstrates control of conventions with essentially
no errors, even with sophisticated language.
||-demonstrates control of conventions exhibiting occasional errors.
||-demonstrates partial control,
exhibiting occasional errors that do not hinder comprehension.
|| -demonstrates a lack of control,
exhibiting frequent errors that make comprehension difficult.
|Technology: the extent to which students exhibit facility
navigating the Internet for information; deploying the tools in the word processing
program, and e-mailing files.
||-fluidly navigates the Internet and finds the information in
a timely manner
-creates a document in perfect academic format.
| -navigates the Internet efficiently
and finds the information
-creates a document in correct academic format.
|-navigates the Internet and finds the
-creates a document in academic format with some errors.
|-is not able to find the information from
the Internet on time
-creates a document in partial academic format with errors.