Image Essayand Presentation Rubrics
Student-Friendly Rubrics
Competency Two: Write well
What Do I Do? / How Am I Doing?Emerging (1) / Progressing (2) / Competent (3) / Exemplary (4)
a. Write opinion pieces on topics or texts, supporting your point of view with reasons &/or information
b. Write clear & accurate informative/explanatory pieces to convey complex ideas / You write opinion pieces but your point of view, reasons, &/or information is off topic.
You write informative/ explanatory pieces to explain a topic. / You write opinion pieces & support your point of view, but your reasons & information are limited.
You write informative/ explanatory texts to explain a topic & convey ideas, but not clearly or accurately. / You write opinion pieces & support your point of view with reasons & information.
You write informative/ explanatory pieces to examine a topic & convey ideas clearly & accurately. / You write opinion pieces & support them with multiple points of view with reasons & information.
You write informative/ explanatory pieces to examine a topic & convey ideas clearly & accurately using multiple sources.
d. Produce clear & understandable writing where the development & organization used are appropriate for the task, purpose, & audience / You produce clear & understandable writing for a task. / You produce clear & understandable writing for an appropriate task & purpose. / You produce clear & understandable writing where the development & organization are appropriate for the task, purpose, & audience. / You produce clear & understandable writing where the development & organization are appropriate for diverse tasks, purposes, & audiences.
* Tricks:
Highlighted and labeled in final copy / Produces one trick, but it is weakly written / Produces only one well-written trick / Produces two tricks, but there are some weaknesses / Produces two well-written tricks
* DIDLS: Diction Imagery
Details Syntax
Language______
(type of vocabulary) / Writer makes no attempt to incorporate elements of DIDLS / Writer makes an attempt to use an element of DIDLS but needs more practice / It is obvious that the writer uses element(s) of DIDLS. / It is obvious that the writer uses element(s) of DIDLS. Writing has a definite style and sophistication.
* Elevated Sentence Structure:
Captions = at least 2 sentences, BEYOND repetitive simple sentence structure / Captions are written in simple sentence format.
Sentences have multiple errors that cause confusion. / Some captions are at least two sentences that go beyond simple sentence structure.
Sentences have minor errors that cause some confusion. / All captions are at least two sentences that go beyond simple sentence structure.
Sentences have very few, minor errors. / All captions are at least two sentences that are well-written and go beyond simple sentence structure.
Sentences are well-written and without errors.
e. Improve writing for a specific purpose & audience by planning, revising, & editing. / You write for a specific purpose. / You write for a specific purpose & audience, but don’t revise much. / You make your writing better by planning, revising, & editing. / You make your writing better with planning, multiple revisions, & edits.
f. Use technology to produce & publish your work in addition to interacting & working with others. / You use technology to publish your writing independently. / You use technology to publish your writing while working with others. / You use technology to produce & publish writing, in addition to interacting & working with others. / You use multimedia technology to create a production as a result of writing in collaboration with others.
Competency Five: Clearly present well-supported information
What Do I Do? / How Am I Doing?Emerging (1) / Progressing (2) / Competent (3) / Exemplary (4)
a. Develop clear reasons to support your perspective, while addressing the opposite side / You present a thought-out response. / You present a thought-out response which includes the opposite side. / You present a clear line of thinking that addresses other or opposite sides, using appropriate language & development to a range of purposes & audiences. / You present a clear, sophisticated & well-thought out response that includes similar & opposite perspectives, uses formal language, is effectively developed, & reflects a clear awareness of the purpose & audience.
b. Use digital media to make presentations more interesting / You use digital media to create a presentation. / You use digital media to create a clear & thorough presentation / You make good choices regarding the digital media you use to make your presentations better. / You create complex, sophisticated presentations, purposefully using digital media that reflects thorough information, reasoning, supportive evidence, & a distinct perspective.
c. Change the way you speak as needed for the task, speaking with proper English as appropriate / You speak the same way no matter what the context or task. / You speak slightly differently based on the context or task. / You change your speaking based on the context or task, showing that you can use formal English when appropriate. / You show knowledge by speaking differently based on the topic, adapting to context & task, & providing a clear perspective when you speak.
Presentation Components
*teacher reserves the right to give a zero in any category / poor job
1 / attempted the element, but not well
2 / good enough
3 / extremely well done
4
Information Shares the theme and best elements with the audience.
Eye Contact (Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Avoiding eye contact will earn a low score)
Body Language/Poise (Movements seem fluid, relaxed, self-confident. Stiffness, tension, obvious nervousness will earn a low score)
Enthusiasm (Demonstrates a strong, positive feeling about topic during entire presentation; is clearly proud of work done. Lack of interest will earn a low score)
Elocution (Uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Mumbling, multiple verbal tics such as “um”s “like”s, “or whatever”s, not speaking loudly enough, or mispronouncing words will earn a low score)