English 7 Accelerated Biography Rubric Name ______Hour ____

Turn inthis rubric with your final draft!

MYP-IB Objective: Organize ideas and arguments in a sustained, coherent and logical manner

MYP-IB / Criterion A: Content / Criterion B: Organization
0 / The student does not reach a standard described by any of the descriptors below. / The student does not reach a standard described by any of the descriptors below.
1-2 / A clear topic is missing.
  • And the student does almost no explaining about the topic, or giving of examples to support the key ideas.
  • And lacks detail, development, and support.
  • And the reader leaves feeling very confused and unclear about what the writer really thinks about the topic.
/ Makes little or no attempt to use organization or structure to serve the purpose of a biography
Addresses ideas illogically, and inconsistently
  • The essay has no lead/introduction
  • The essay has no real topic sentence
  • The essay has no real conclusion
  • Ideas may flow in an illogical manner
  • Author does not change paragraphs at all
  • Transitions are not attempted.

3-4 / The topic is present but it may be somewhat unclear exactly what the author is trying to say
  • And the student does not explain each key idea clearly, and needs to give more examples to support the key ideas
  • And uses limited detail, development, and support
  • And the reader leaves wishing the author had explained more clearly, with more examples why the writer feels or thinks what they do.
/ Sometimes uses organization and structure but does not serve the purpose of a biography
Organizes basic ideas logically, yet inconsistently
  • Begins with a lead/introduction that is confusing or not interesting
  • The topic sentence may be overly simple or not be clear
  • Ends with a conclusion that basically just restates the topic sentence.
  • Ideas may flow in a way that does not make sense
  • Author needs to change paragraphs more often
  • Some transition words are phrases are used, but more (or better) are needed.

5-6 / The topic is generally clear.
  • And the student explains clearly, and gives examples that support the key ideas.
  • And uses good detail, development, and support
  • And the reader leaves with a good understanding of the topic
/ Sometimes uses organization and structure to serve the purpose of a biography.
Usually organizes basic ideas logically and consistently
  • Begins with an interesting lead/introduction that attempts to catch the reader’s interest
  • Begins with a topic sentence that mostly explains the topic
  • Ends with a conclusion that somewhat summarizes the main ideas and/or may leave the reader with a thought at the end
  • Ideas flow in a somewhat chronological manner
  • Author sometimes changes paragraphs with each new idea
  • Transition words are sometimes used when needed.

7-8 / The writing centers around a clear, focused topic.
  • And the student explains clearly, and gives examples that support the key ideas.
  • And uses substantial detail, development and support.
  • And the reader leaves with a better understanding of the topic.
/ Generally uses organization and structure to serve the purpose of a biography.
Organizes basic ideas logically and consistently
  • Begins with an interesting lead/introduction
  • Begins with a topic sentence that clearly explains the topic
  • Ends with a conclusion that summarizes the main ideas and/or may leave the reader with a thought at the end
  • Ideas flow in a mostly chronological manner
  • Author changes paragraphs with each new idea
  • Transition words are used when needed.

9-10 / The writing centers around a clear, focused and compelling topic.
  • And the student explains in a clear, detailed way, giving vivid examples that support the key ideas.
  • And uses substantial illustrative detail, development, and support including relevant facts, definitions, and quotations.
  • And the reader leaves really understanding the topic, with new insights.
/ Uses organization and structure to serve the purpose of a biography.
Organizes basic and more complex ideas logically and consistently
  • Begins with an interesting lead/introduction that hooks a reader
  • Begins paragraphs with a topic sentence that very clearly explains the topic
  • Ends with a satisfying conclusion that summarizes the main ideas and leaves the reader with a thought at the end
  • Ideas flow in a chronological manner
  • Author changes paragraphs with each new idea
  • Effective transition words are used when needed (e.g. first, then, next, finally, and specific dates and times)

Score: /50 Letter Grade:

Standards: 7.7.2.2. Students will write an informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

7.7.5.5. Students will show use of writing process.