Performance Task Grading Rubric
Name:
Standard / Exceeds / Meets / Does Not MeetCCSS.ELA-Literacy.RI.11-12.1CCSS.ELA-Literacy.W.11-12.2b
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. / Strong and thorough support from multiple texts. Analysis is deep and thoughtful. Inferences are present and insightful. / Support is present and comes from multiple texts. Analysis is present and shows some depth. Inference is present but not necessarily insightful. / Few or no texts are used for support. Analysis is simple or missing. Few inferences are present
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. / Ideas, concepts, and information are complex, clear, and accurate. Used the most effective quotes. Well organized. / Ideas, concepts and information are present, mostly clear, and mostly accurate. Quotes are present, but not necessarily the best choices for support. The essay is organized in a useful manner. / Ideas, concepts and information are thin, less developed, or missing. Few or no quotes are present. Little support or missing support for some or all arguments. There are places that are disorganized or confusing.
CCSS.ELA-Literacy.W.11-12.2a
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. / The opening paragraph exceptionally draws the reader in and thoroughly engages the reader. A thesis statement is present and sophisticated.
The complete essay is a unified whole and answers the so what question in a sophisticated way. / The opening paragraph is clear, but is predictable or not necessarily inviting. A thesis is present. The essay follows a pattern that attempts to create a unified whole. The writer attempts to answer the so what question. / The opening paragraph is confusing and a clear direction is not present. An unclear, confusing, or absent thesis. Paragraphs don’t build on one another and/or seem to be separate from one another.
CCSS.ELA-Literacy.W.11-12.2c
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. / Effective use of transitions that create cohesion and clarity. Sentence construction is varied and sophisticated. A dash is used in an effective way. / Some transitions are present and help guide the reader. Some sentence variation is present, but many sentences are of the same length. A dash is used, but its use seems forced or not natural. / Little or no use of transitions. Little to no sentence variation. No dash is present.
CCSS.ELA-Literacy.W.11-12.2e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. / A mature and sophisticated tone is evident and the writer has the intended audience in mind. / Tone is appropriate. The writer seems to be writing with the intended audience in mind. / The tone is too casual for a formal essay: use of “I” or non-academic vocabulary. The writer’s style seems simplistic and unsophisticated.
CCSS.ELA-Literacy.L.11-12.L.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a.Observe hyphenation conventions.
b.Spell correctly. / Few or no convention errors. The writer uses punctuation purposely and for effect. All words are spelled correctly. If a hyphen is used, it is used correctly. / Some convention errors, but when present they don’t impede reading. Problem areas are: run-on sentences, comma splices, overuse or underuse of commas, capitalization errors, missing italics, misspellings, missing paragraph breaks, use of filler words like “I think”, misused words. / Many errors of convention that impede reading: run-on sentences, comma splices overuse or underuse of commas, capitalization errors, missing italics, misspellings, missing paragraph breaks, use of filler words like “I think”, misused words.
MLA Format / The writer meticulously followed MLA formatting in the following areas:
Header, heading, citations. / The writer uses MLA formatting but some errors are present: no name or page on the header; name, teacher’s name, class, or date are missing in the heading; author’s name or the page number is missing with citations. / The writer has many errors with MLA formatting in one or more of the following areas: Header, heading, citations.