(Claim, Background and Context)
- Student included limited information about the driving question and learning process.
- Student tried to make thoughts about the driving question and learning process understandable.
- Student was unclear why the research matters and why the audience should care about it.
- Student worked to write thoughtfully and understandably about the driving question and learning process.
- Student wrote a claim about the meaning.
- Student wrote thoughtfully about the driving question and learning process.
- Student analyzed the relevance of the information and made sure the information supported the claim and major concepts; it is clear why the information matters and why the audience should care about it. (wider context)
- Student used limited or ordinary structures without considering the order or effect on the reader.
- Student used basic structures within and across the parts of the piece, some may be underdeveloped and/or out of any logical order.
- Student logically organized the piece into sequential parts and used effective structures within parts (i.e., claims and supports, sequence, etc.) as well as across parts (i.e., introductions, topic sentences, subheadings, formatting, etc.).
- Student chose effective organizational structures and sequenced them to help the reader’s comprehension and reinforce meaning (i.e., a variety of text structures (ie. problem/solution, sequence, compare/contrast, holding back certain details, flashback, etc.).
Presentation of knowledge and Ideas
- Student is inaudible.
- Student does not use non-verbal communication to enhance the presentation.
- Student speaks well at times
- Student sometimes use non-verbal communication skills.
- Student speaks clearly and effectively to communicate and reinforce meaning (Projection, Inflection, Pacing)
- Student often uses non-verbal communication skills (Eye Contact, Stance)
- Student speaks clearly and confidently
- Student uses appropriate non-verbal communication skills regularly and effectively (e.g., eye contact, meaningful gestures, appropriate facial expression, posture, stance.)
- Student did not not complete one of the ISO components
- Student attempted to format sources in an MLA Works Cited bibliography, but missed 1-2 aspects of the formatting requirements.
- Student attempted to complete one of the of the ISO components
- Student attempted to collect and/or organize information.
- Student completed 2 of the ISO components.
- Student collected and organized information.
- Student correctly formatted sources in an MLA Works Cited bibliography.
- Student completed 3 or more of the ISO components (Interview, Survey, Observation)
- Student collected and organized substantial information.
- Student correctly formatted sources in an MLA Works Cited bibliography