Paragraph

Performance Inventory/Rubric
Ch. Bauer-Ramazani

                               Name _________________                                   Topic: _______________

Primary Traits

Performance Scale

1st draft @ 60%

 Performance Scale
2nd draft @ 40%

A.  CONTENT/CLARITY:

  1. The paragraph provides a clear and focused response to the topic.

 

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B.  TEXT FORM:

  1. The writer's name, course name/number, professor's name, and date are stated.
  2. The paragraph has a centered title and uses correct paragraph format (indentation, double-spacing, margins).

 

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C.  ORGANIZATION

  1. The topic sentence is clear and expresses the main idea.
  2. The bridge sentence clearly links the topic sentence to the reasons or explanations.
  3. The three (3) supporting points are clearly stated.
  4. The examples or details for each supporting point are clear.
  5. The use of transitions, key words, and cohesive devices makes the paragraph coherent.
  6. All sentences in the paragraph support the main idea and are in correct order.
  7. The concluding sentence repeats the idea from the topic sentence and includes the key words.
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D.  WRITING/GRAMMAR/MECHANICS:
  1. The writer uses level- and topic-appropriate vocabulary with correct word forms.
  2. The writer uses appropriate verb tense and verb endings.
  3. The writer uses level-appropriate sentence structure.
  4. Spacing, punctuation, capitalization, and spelling are correct.
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                                                                          Score:  ____/70 = ____                 Score:  ____/70 = ____

                                                                         1st draft @ 60% of total grade: 0.60 x
                                                                                    2nd draft @ 40% of total grade: 0.40 x
                                                                                    TOTAL:                                    100%

Performance Rubric/Legend  

1

Paragraph does not include the targeted items, or writing is illegible or incomprehensible

2

Paragraph begins to include the targeted items, sometimes appropriately but often not; written communication is often unclear because of vocabulary and/or grammar.

3

Paragraph includes several targeted items, sometimes inconsistently or inappropriately; written communication is sometimes unclear because of vocabulary and/or grammar.

4

Paragraph includes almost all targeted items; written communication is generally clear but not yet fluent; paragraph meets expected performance

5

Paragraph includes all targeted items; written communication is clear and fluent; paragraph exceeds expected performance.

© 2014  Christine Bauer-Ramazani, Saint Michael's College. Last updated: January 31, 2014