5 Paragraph Essay: AAA or 3 Parts of ID
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4
Exceeds the Standard
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3
Meets the Standard
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2
Partially Meets
the Standard
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1
Does not Meet Standard Yet
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97 – 100
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85
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65
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50
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Hall of Mirrors
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Reflecting Pool
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Behind the Visor
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Broken Glass
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Organization: Hook
(Writing – IE)
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Powerful, interesting, and/or engaging hook that completely draws in the reader through effective diction and/or unique style
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Interesting and/or engaging hook that grabs the reader through effective diction and/or style
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Evident hook that uses clichés that grabs the reader through generic style
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No hook evident and/or very cliché/generic style
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Organization:
Thesis
(Writing – IE)
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Powerful, interesting and engaging thesis that identifies topic, establishes position, and suggests organization using effective diction and active verbs
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Strong and/or , interesting thesis that identifies topic, establishes position, and suggests organization
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Thesis only identifies topic, establishes position, and/or suggestions organization
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No thesis evident and/or hasn’t identified topic, established position, and/or suggested organization yet
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Content: Body Paragraphs
(Writing – IE)
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Powerful, unique, specific and relevant details included in every paragraph – a great example of showing not telling
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Specific and relevant details included in each paragraph -- a good example of showing not telling
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Specific and relevant details included in some paragraphs and/or a better example of telling not showing
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No interesting or relevant details included yet – all telling, no showing so far
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Organization:
Conclusion (Writing – IE)
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Powerful, unique, and interesting conclusion that summarizes the essay, leaves the reader thinking and answers the question “So what?”
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Interesting conclusion that summarizes the essay and leaves the reader thinking
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Conclusion that summarizes the essay or leaves the reader thinking
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Conclusion does not summarize the essay or leave the reader thinking
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Voice:
(Writing – IE)
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Writer’s energy and passion for the subject drive the writing, making the paper lively, expressive, and engaging.
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Writer obviously interested and involved in topic.
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Writer shows little interest or involvement in topic; Many obvious statements
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Writer doesn’t seem interested in the topic yet
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Flip It Over!
MUGS
4
Exceeds the Standard
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3
Meets the Standard
|
2
Partially Meets
|
1
Does not Meet the Standard
| |
MECHANICS, GRAMMAR, SPELLING
(MUGS)
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The student uses sophisticated punctuation, spelling, and sentence structure to suit purpose, context, and audience. Although perhaps not perfect, the piece is highly polished; No interfering errors
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The student uses appropriate punctuation, spelling, and sentence structure to suit purpose, context, and audience; 1 interfering error
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The student demonstrates some evidence of the ability to use appropriate punctuation, spelling, and sente nce structure to suit purpose, context, and audience; 2-3 interfering errors
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The student demonstrates limited evidence of the ability to use appropriate punctuation, spelling, and sentence structure to suit purpose, context, and audience; 4 + interfering errors
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