Page 6: Evaluation Rubrics
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Your final project will create a production from your writing. Your production will be graded in two parts.
Part One: Writing
| Name: _______________________________ | |
| Description: 6+1 Trait ® is the property of Northwest Regional Educational Laboratory. Used by permission. Edited to fit figurative language emphasis. | |
| 5 | 3 | 1 | |
| Ideas | This paper is clear and focused. It holds the reader’s attention. Relevant details and quotes enrich the central theme. | The writer is beginning to define the topic, even though development is still basic or general. | As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. |
| Organization | The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. | The organizational structure is strong enough to move the reader through the text without too much confusion. | The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure. |
| Voice | The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing.
The student uses at least five examples of figurative language in a engaging manner to help convey their song’s meaning. |
The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling.
The student uses at least three examples of figurative language in a engaging manner to help convey their song’s meaning. |
The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience.
The student uses at least one example of figurative language in a engaging manner to help convey their song’s meaning. |
| Word Choice | Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging.
Words chosen show an advanced understanding of rhythm and meter of the music it is being paired with. |
The language is functional, even if it lacks much energy. It is easy to figure out the writer’s meaning on a general level.
Words chosen show a basic understanding of rhythm and meter of the music it is being paired with. |
The writer struggles with a limited vocabulary, searching for words to convey meaning.
Words chosen show a beginning understanding of rhythm and meter of the music it is being paired with. |
| Sentence Fluency | The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading.
Rhythm of language chosen will flow across a duple or triple meter smoothly. |
The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid.
Rhythm of language chosen will flow across a duple or triple meter somewhat smoothly. |
The reader has to practice quite a bit in order to give this paper a fair interpretive reading.
Rhythm of language chosen will flow across a duple or triple meter awkwardly, often not fitting in. |
| Presentation | The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye. | The writer’s message is understandable in this format. | The reader receives a garbled message due to problems relating to the presentation of the text. |
Part Two: Production
Insert Rubric Graphic for student production
