SUNY+Comp+Rubric

= SUNY NEW PALTZ PORTFOLIO ASSESSMENT RUBRIC = = (General Honors English ) = || = 4 Meets = = (Exit Level Comp I) = || = 3 Meets = = (Entrance Level = = Comp I) = || = 2 Approaches = = (Entrance Level SWW or ESL/SWW Comp) = || = 1 Does Not Meet = = (Repeat Comp I) = || = paragraph extends main idea. = || = Clearly develops paragraphs directly related to thesis; each paragraph contributes to main idea. = || = Develops paragraphs related to thesis; most paragraphs relate to main idea. = || = Develops some paragraphs related to thesis; some paragraphs relate to main idea. = || = Rarely develops paragraphs related to thesis; few or no paragraphs relate to main idea. = || = (Honors English) = || = 4 (Exit Level Comp I) = || = 3 (Entrance Level Comp I) = || = 2 Approaches = = (SWW or ESL/SWW) = || = 1 (Repeat Comp I) = || = = = = = (Honors English ) = || = 4 (Exit Level Comp I) = || = 3 (Entrance Level Comp I) = || = 2 Approaches = = (SWW or ESL/SWW) = || = 1 (Repeat Comp I) = || = Punctuation: = || = Exhibits nearly flawless use of mechanics (grammar, punctuation, etc.). = || = Exhibits correct use of mechanics (grammar, punctuation, etc.). = || = Exhibits mostly correct use of mechanics (grammar, punctuation, etc.). = || = Exhibits somewhat correct use of mechanics (grammar, punctuation, etc.). = || = Rarely exhibits correct use of mechanics (grammar, punctuation, etc.). = || = Usage: = || = Always exhibits correct spelling and precise understanding of vocabulary. = || = Exhibits correct spelling and understanding of vocabulary. = || = Exhibits mostly correct spelling and understanding of vocabulary. = || = Exhibits somewhat correct spelling and some understanding of vocabulary. = || = Frequently misspells and misuses vocabulary. = ||
 * = Level: = || = 5 Exceeds =
 * = MEANING/CONTENT: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task or text: = ||
 * = Thesis: = || = Exhibits a thesis that is highly insightful, original, and cogently stated. Defines key terms in depth. = || = Exhibits a thesis that is insightful and clearly stated. Defines key terms. = || = Exhibits a thesis. Defines some key terms. = || = Exhibits a vague thesis. Defines few terms. = || = Does not exhibit a clear thesis. Defines few to no terms. = ||
 * = Analysis: = || = Reveals both in-depth analysis and independent thinking; makes insightful and original connections. = || = Reveals in-depth analysis; makes insightful connections. = || = Reveals understanding of topic; makes clear connections. = || = Reveals basic understanding of topic; makes some connections. = || = Rarely reveals understanding of topic; seldom makes connections. = ||
 * = DEVELOPMENT: the extent to which ideas are elaborated using specific and relevant evidence: = ||
 * = Ideas: = || = Develops ideas expertly, thoroughly demonstrating an unusual ability to interest a reader through use of substantive details. = || = Develops ideas clearly and fully, effectively using of a wide-range of relevant/specific details. = || = Develops ideas clearly, using relevant/specific details. = || = Develops ideas briefly, using some detail. = || = Rarely develops complete ideas or details. = ||
 * = Paragraph Development: = || = Clearly develops and sustains substantive paragraphs directly related to thesis; each =
 * = Level: = || = 5 Exceeds =
 * = ORGANIZATION: the extent to which the response exhibits direction shape and coherence: = ||
 * = Organization: = || = Maintains clear, coherent focus; exhibits logical, well reasoned structure, including exceptional arrangement of evidence through sophisticated transitions. = || = Maintains clear, appropriate focus; exhibits logical, coherent structure, including strong arrangement of evidence through appropriate transitions. = || = Maintains clear focus; exhibits mostly logical structure, including sound arrangement of evidence through transitions. = || = Maintains somewhat clear focus; sometimes exhibits logical structure, including sometimes sound arrangement of evidence through transitions. = || = Rarely maintains clear focus; rarely exhibits logical structure or sound arrangement of evidence through transitions. = ||
 * = Introduction: = || = Creates an engaging focus on topic; powerfully appeals to audience. = || = Creates a clear focus on topic; reasonably appeals to audience. = || = Creates a focus on topic; appeals to audience. = || = Somewhat focuses on topic; somewhat appeals to audience. = || = Does not clearly focus on topic; does not appeal to audience. = ||
 * = Conclusion: = || = Provides further thinking and implications (e.g., suggests further research, or extends key ideas); brings essay to logical, original closure. = || = Provides some further thinking (e.g., connects to and comments on key ideas); brings essay to logical closure. = || = Provides summary of key ideas; brings essay to closure. = || = Provides restatement of main idea; somewhat brings essay to closure. = || = Does not provide clear conclusion; does not clearly bring essay to closure. = ||
 * = Overall Organization: = || = Exceeds requirements of assignment. = || = Meets requirements of assignment. = || = Meets most requirements of assignment. = || = Meets some requirements of assignment. = || = Meets few to no requirements of assignment. = ||
 * = Level: Level: = || = 5 Exceeds =
 * = LANGUAGE USE: the extent to which the response reveals an awareness of audience and purpose through an effective use of words, sentence structure, and sentence variety: = ||
 * = Description: = || = Creates compelling, vivid images through sophisticated, concrete language, engaging sensory details, and innovative literary devices. = || = Creates vivid images through concrete language, rich sensory details, and literary devices. = || = Creates images through concrete language, sensory details, and literary devices. = || = Creates some images through language, occasional sensory details, and some literary devices. = || = Creates few to no images through language, sensory details, or literary devices. = ||
 * = Word Choice: = || = Demonstrates sophisticated command of language; is eloquent and appropriate to the rhetorical situation. = || = Demonstrates worthy command of language; is precise and appropriate to the rhetorical situation. = || = Demonstrates command of language; is clear and appropriate to the rhetorical situation. = || = Demonstrates some command of language; is somewhat clear and appropriate to the rhetorical situation. = || = Rarely demonstrates command of language; is seldom clear or appropriate to the rhetorical situation = ||
 * = Sentence Variety: = || = Demonstrates original, sophisticated stylistic emphasis through frequently alternating length, structure, and pattern (e.g., declarative, imperative, exclamation). = || = Demonstrates recognizable stylistic emphasis through alternating length, structure, and pattern (e.g., declarative, imperative, exclamation). = || = Demonstrates stylistic emphasis through alternating length, structure, and pattern (e.g., declarative, imperative, exclamation). = || = Demonstrates some stylistic emphasis through occasional alternating length, structure, and pattern (e.g., declarative, imperative, exclamation).. = || = Demonstrates little to no stylistic emphasis, alternating length, structure, and pattern (e.g., declarative, imperative, exclamation). = ||
 * = Voice/Sense of Audience: = || = Strongly conveys writer’s unique sensibilities; convincingly appeals to audience through logos, pathos, and/or ethos. = || = Clearly conveys writer’s sensibilities; strongly appeals to audience through logos, pathos, and/or ethos. = || = Conveys writer’s sensibilities; appeals to audience through logos, pathos, and/or ethos. = || = Somewhat conveys writer’s sensibilities; sometimes appeals to audience through logos, pathos, and/or ethos. = || = Rarely conveys writer’s sensibilities; seldom appeals to audience through logos, pathos, and/or ethos. = ||
 * = CONVENTIONS: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage: = ||
 * = Grammar/ =
 * = Spelling and =
 * = Presentation: = || = Exactly conforms to Modern Language Association conventions for format and documentation (i.e., in-text citations and works cited); offers a unique title = || = Conforms to Modern Language Association conventions for format and documentation (i.e., in-text citations and works cited); offers a worthy title = || = Mostly conforms to Modern Language Association conventions for format and documentation (i.e., in-text citations and works cited); offers an appropriate title = || = Sometimes conforms to Modern Language Association conventions for format and documentation (i.e., in-text citations and works cited); offers a title. = || = Rarely conforms to Modern Language Association conventions for format and documentation (i.e., in-text citations and works cited); offers an inappropriate title or lacks title. = ||