Journal Writing Assessment Rubricstudent Name

Journal Writing Assessment RubricStudent Name:

Mark out of 50:

Reading and Viewing

Mark:/25

A
Excellent achievement
5 marks / B
High achievement
4 marks / C
Satisfactory achievement
3 marks / D
Limited achievement
2 marks / E
Very low achievement
1 mark
Meaning and
Interpretation / Interprets detailed information and ideas about events, situations and people in the text, using supporting evidence from the text.
Integrates relevant detail and quotations from the text to justify own ideas. / Identifies detailed information and explains key ideas about events, situations and people in the text, using relevant evidence from the text.
Describes relevant detail from the text to support own ideas. / Identifies key information and simple ideas about events, situations and people in the text, using some relevant evidence to support opinions.
Includes some relevant evidence from the text to support points being made. / Identifies some information about events, situations or people in the text, with little or no reference to textual detail.
Refers to detail from the text but does not explain how it supports own ideas. / Locates and directly recounts some simple, literal information about events, situations or people in a text.
Repeats some detail from the text as supporting examples without explanation.
Text structure / Explores how a text’s structure can influence audience response, referring to other texts to support ideas.
Explores and explains relevant links between structure and purpose, providing evidence from the text to illustrate points being made. / Explains how a text’s structure can influence audience response and provides supporting evidence.
Explains relevant links between structure and purpose, providing textual detail to support points being made. / Identifies elements of the text’s structure and explains their intended effect on the audience.
Makes simple connections between structure and purpose, with some evidence from the text. / Refers to elements of structure without explaining effect on audience.
Identifies a link between structure and purpose. / Identifies simple elements of structure.
Identifies a simple element of structure and/or purpose.
Language and
conventions / Explains the effect of language features and devices on meaning, using a range of examples to illustrate.
Analyses the construction of a stereotype, using relevant and specific textual details to account for interpretation. / Describes the effect of a range of features and devices on meaning, illustrating with examples.
Describes the construction of a stereotype, using relevant textual details to support. / Identifies and defines some language features and devices, providing examples.
Identifies elements of a stereotype, using textual details for support. / Identifies simple language features and devices.
Identifies a few elements of a stereotype from a text. / Lists a few language devices.
Identifies a familiar stereotype.
Context, audience and
purpose / Identifies and describes the possible target audience of a text by referring to specific textural details to support own interpretation.
Explores the effect of different historical, social and cultural contexts when analyzing the values and ideas presented in a text. / Explains the possible target audience of a text and provides some textual evidence to support ideas.
Describes the effect of different contexts when identifying the values and ideas presented in a text. / Identifies the possible target audience of a text, using some textual details for support.
Explains the values and ideas in texts may differ depending on the contexts of the producer and the reader or viewer. / Identifies possible target audience of a text briefly, without referring to detail from the text.
Identifies context partially by naming a time and/or place. / Provides a few ideas for a possible target audience.
Lists some ideas but is unable to identify context.
Response and evaluation / Explores and explains how reader context influences a personal response to a text, referring to details from the text to illustrate ideas.
Refers to wider reading to justify personal opinion when comparing and evaluating texts. / Explains how reader context influences personal response to a text.
Refers to wider reading to present a personal opinion when comparing and evaluating texts. / Describes reader context and how it influences a personal response to an aspect of the text.
Refers to another text to present a personal opinion when comparing and evaluating texts. / Identifies an element of reader context without relating it to a personal response to a text.
Presents a personal opinion on a text, with no reference to other reading. / Identifies an element of own context.
Provides a brief personal opinion on a text.

Journal Writing Assessment Rubric

Writing and Creating

Mark:/25

A
Excellent achievement
5 marks / B
High achievement
4 marks / C
Satisfactory achievement
3 marks / D
Limited achievement
2 marks / E
Very low achievement
1 mark
Text structure / Constructs a clearly structured response that maintains focus on the question.
Constructs paragraphs, focused on one idea, that are well developed, using a combination of topic, developing, supporting and linking sentences.
Integrates relevant evidence, eg. quotes and/or examples to support main points, and explain its significance. / Constructs a clear response, making relevant points that address the question.
Structures paragraphs with topic, developing and supporting sentences, but sometimes repeats points unnecessarily.
Includes relevant evidence with general discussion of its significance. / Constructs a clear, simple response using a formulaic structure.
Constructs paragraphs that describe ideas related to the question in a general way and/or that retell events.
Includes some evidence in an attempt to clarify ideas, but mostly retells or repeats textual details. / Constructs a simplistic underdeveloped response, adhering to some element of a formulaic structure.
Groups sentences about loosely related ideas and sequences these illogically.
Recounts literal details of a text as evidence. / Writes a brief response to the question.
Sentences grouped into paragraphs.
Repeats some words from text to support ideas.
Language features / Expresses ideas effectively, varying sentence structures, length and beginnings to shape meaning.
Makes language choices to produce a fluent and engaging writing style. Uses relevant literary terms to discuss aspects of the text. / Expresses ideas clearly, using simple, compound and complex sentences, with minor errors that do not detract from meaning.
Makes conventional but effective language choices to communicate ideas. Uses some relevant literary terms to explain aspects of a text. / Expresses ideas clearly, using formulaic simple, compound and complex sentence structures.
Makes language choices that develop ideas in a general manner. Correctly uses familiar literary terms. / Presents ideas clearly in simple or compound sentences, Uses complex sentences, but the meaning is not always clear.
Makes familiar language choices. Sometimes uses more challenging vocabulary, often incorrectly. Identifies aspects of a text, without using appropriate literary terms. / Presents most ideas using sentence fragments that detract from the overall meaning of the response.
Does not use appropriate literary terms.
Spelling / Spells most words accurately, including difficult and challenging words. / Spells most words correctly but may make errors in some difficult words without affecting meaning. / Spells most common and some difficult words correctly but occasionally makes errors. Confuses difficult homophones. / Makes errors in spelling common words, with some detracting from the meaning. Confuses some common homophones. / Makes frequent spelling errors, including familiar words, consistently confuses common homophones.
Punctuation / Consistently uses a range of complex punctuation correctly. / Uses most punctuation correctly, but occasionally makes errors. / Uses a range of punctuation, sometimes inconsistently. / Makes errors in punctuation that affect the clarity of the text. / Uses basic punctuation inconsistently.
Editing / Consistently uses a range of editing strategies to refine and clarify ideas, improve paragraph order and select vocabulary appropriate to the task. / Monitors and edits own work through strategies to refine and clarify ideas and improve the effectiveness of the text. / Reviews and edits own work to clarify ideas and improve the effectiveness of the text. / Proofreads and identifies some errors in own work by may need support to correct mistakes. / May identify some basic errors in own work.