Created by Mrs Anderson and the 2015 MIT Group
(Fine, Samantha, Shantay, Yvette, Sajiha, Tim, Sebastian, Zeba and Saruja)
LS2 Writing
Rubric
Self and Buddy Evaluation:
| I used commas and question marks in the correct places. |
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| Puntuation | Vocab | Organisation | Sentence Structure | Structure and Language | Ideas |
Self | R4 | | | | | |
Buddy | R4 | | | | | |
| R1 | R2 | R3 | R4 | R5 | R6 | R7 |
| I am trying to use capital letters and full stops. | I have used capital letters and full stops in the correct places. In some sentences it looks like someone is speaking but I have not used punctuation to show this. | I have used capital letters and full stops in the correct places and I am trying to use other punctuation like commas, question marks and exclamation marks , ? ! I have used speech marks to show someone is talking but I have a few mistakes. | I have used simple punctuation .,?! “” properly and I am trying to use other punctuation like apostrophes, colons, semi colons, ellipses and parentheses (brackets) ‘ : ; … ( ) | I am able to use most punctuation correctly to make what I have written easy to understand. | I have used punctuation correctly with very few mistakes. | |
| Put capital letters at the beginning of sentences. Start names of people, places or special days with a capital letter.. End each sentence with a full stop. | Use commas when listing things. Use question marks when questions are being asked. Use exclamation marks to show strong feelings or loud noises/voices. | Use commas to show clauses (different parts of a sentence). Add punctuation to create mood and show greater detail to hook my readers in. | Strengthen the punctuation I am least sure of. | |
Punctuation
What I did
What I need to do next time
| R1 | R2 | R3 | R4 | R5 | R6 |
| I have used lots of letters I know or I am starting to use the words I can say, in my writing. | I can write some of the words I know correctly or I have used lots of the words I use when I talk in my writing. | I can use lots of the words that I use when I talk or I am beginning to use words that give the reader detailed information (adjectives, verbs, I am trying new words). | I use words that give the reader detailed and specific information | Has onomatopoeia I have used emotive language to clarify meanings/mood (to say what you mean) to engage the audience. Paint a picture with words (show not tell). Use technical words. | The words I have used, paint a clear picture in the mind of my reader and give the reader detailed and specific information. |
| Use new words. Use more words I know. | Use a lot of words I know. Try to use new words. | Use adjectives or verbs to describe what is happening. Try to use words that give the reader detailed information often. | Try to keep the reader interested in what you are writing. Try to begin with words that help explain how you’re feeling. | Use words and phrases that grab the reader’s attention and interest. | |
Vocab
What I did
What I need to do next time
| R1 | R2 | R3 | R4 | R5 | R6 |
| My ideas aren’t about the same thing. Some of them aren’t about the topic. The reader finds it hard to understand what I’m writing about. | Some of my ideas are in order. I’ve written lots about the topic but the ideas didn’t go together (flow). | My ideas are in order. I understand what I am writing about, but I have not used many ideas or sentences. | My ideas don’t flow together. I’m not using paragraphs correctly. The reader understands what I have written. | My ideas are organised in basic paragraphs. My ideas flow but they don’t have information to support them. | My ideas are organised in paragraphs. One paragraph flows into the next paragraph and shows the links between my ideas. |
| My ideas need to stay on the topic. | All of my ideas are in order. I need to put more ideas on the paper. | My ideas need to flow together. My writing has many extra things that are not needed. Take them out! My writing needs to show that I understand the topic. | I need to start sequencing my ideas correctly in paragraphs. | I need to focus on one idea in a paragraph. | Link together sentences that match what is happening in my writing. Make headings vivid and noticeable for the reader. |
Organisation
What I did
What I need to do next time
| R1 | R2 | R3 | R4 | R5 | R6 |
| Some of my words are missing. | My sentences are short and may not tell the reader what I want to tell them and Some of my sentences may use ‘and’ too many times. | Some of my sentences tell the reader what I want them to know and Some of my sentences are long, and some of my sentences are short. | Most of my sentences tell the reader what I want them to know and My sentences all look different from each other (simple, compound, complex) but have information that confuses the reader. | Most of my sentences tell the reader what I want them to know and My sentences all look different from each other (simple, compound, complex). | My information is clear to the reader and I have hooked the reader in by using different types of sentences to paint a clear picture in their mind. |
| Read my work to make sure my sentences make sense. Make sure I have remembered all the words. | Use full stops to make my sentences shorter. Include detail by writing longer sentences so that the reader understands what I want to tell them. | Check that my long sentences tell the reader what I want to tell them. | Make sure I choose the right sentence to show the reader what I want them to know or how I want them to feel. | Hook the reader in by thinking carefully about the way I use my sentences. | Strengthen the sentence structure I am least sure of. |
Sentence Structure
What I did
What I need to do next time
| R1 | R2 | R3 | R4 | R5 | R6 |
| My writing doesn’t match the reason why I am writing (eg: My writing looks like I am telling a story when I am meant to be writing instructions). | Some of my writing matches the reason why I am writing (eg: Some of my writing looks like I am telling a story and writing instructions). | Most of my writing matches the text type or purpose. The links below will help you check this! | My writing matches the purpose or text type most of the time or One feature in my writing matches the text type really well. The links below will help you check this! | My words I use suit the text type or purpose (reason). | I understand how to link my writing with what we are learning to do. I structure my work carefully so my reader understands my writing. |
| Try to match my writing with the reason I am writing. | Try to match more of my writing with the reason I am writing. | Try to match all of my writing with the reason I am writing. | Try to match all parts of of my writing to the text type. | Use words that show I can link my writing with what I am learning to do. Structure my work carefully so my reader understands my writing. | |
What I did
What I need to do next time
Structure and Language
| R1 | R2 | R3 | R4 | R5 | R6 |
| I can write one idea about the topic or I wrote about a different topic or I wrote about things in my personal world. | I can write a few simple ideas or I have written one idea that is repeated or My ideas have no information. | I can write lots of simple ideas with a little bit of information or I have one idea that links to the topic with lots of information or My ideas are interesting to read but might not go together. | I have lots of ideas that connect to the topic with some extra information or One of my ideas links to the topic and has lots of information or Some of my ideas show complexity (have extra information, detail or facts that explain my thinking). | I have lots of ideas that connect to the topic with extra information, detail or facts that explain my thinking (elaboration) or I have written about the wider world (things that show the ‘big picture’ and are not just about me). | My ideas are authentic and original or The reader can connect to my opinion about the topic because I have deliberately included extra information, detail or facts that explain my thinking (elaboration). |
| Write about the topic. Write more than one idea on the same topic. | Add more information. Try not to repeat my ideas | Write more ideas Make sure each idea has lots of information. | Add a lot of information to help the reader understand my ideas. Make sure my ideas show complexity (have extra information, detail or facts that explain my thinking). | Make my ideas original, so the reader can connect with them. Add extra information, detail or facts that explain my thinking (elaboration) | Strengthen my reflections (opinions) about my information |
Ideas
What I did
What I need to do next time
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Word lists sourced from here
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A simple sentence has one noun and one verb. It is has one main idea. It’s
a complete thought.
Aroha saw a kiwi.
Two simple sentences are joined
together with FANBOYS or a conjunction.
Ducati liked to read books, because reading gave him knowledge about a certain subject.
A complex sentence includes a dependant and independant clause. It consists of one clause that makes sense and one that does not.
Because her silent neighbourhood felt calm and relaxing, Mere walked slowly to school.
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Title:
A phrase from the recount or something that describes what you have written or how it’s going to start off. It catches the audience’s attention��
Reveal:
Tell the audience what you are writing about.
Begin with a time word.
Events:
Explain to your reader in time order what is going to happen. Describes what happened in detail.
Begin with a time word.
Ending:
Describe to us how your story ends.
Try to finish off with by saying how you felt throughout the events or what would you would do differently next time?
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The theme of a sentence is the topic (what is being talked about). The rheme is the information (what is being said about the topic). The theme (topic) of a sentence is introduced by a keyword or phrase. It comes at the start of a sentence. This tells the reader what the rest of the sentence will be about. The rheme follows the theme and gives the detail. It is the last part of a sentence and usually focuses the idea for the next sentence.
Example:
Anahera’s naughty cat causes a lot of stress for her.
You can structure a paragraph by thinking about a traffic light. The RED light reminds you to write the topic sentence. This is where you introduce what your paragraph is about (the main idea or reason for writing it) by writing a key sentence. The ORANGE light reminds you to the write supporting sentence(s). These sentences add detail that helps you explain the main idea in the paragraph. The GREEN reminds you to write the closing sentence. This finishes the paragraph. These sentences retell the topic sentence but are written in a different way, using different words. They might also say how we feel or what we think about the topic.
Original idea sourced from here
Topic Sentence
Supporting Sentences
Closing Sentence
Title:
Tell your audience what you’re explaining.
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Paragraphs of interesting points in order:
You need to sequence the paragraphs into time order so it flows better and is more understandable to the audience.
Conclusion:
You might want to include an evaluation or comments on what you’ve just said.
Purpose of an Explanation Text:
To explain how something came to be or how it works.
Present tense is used because you are explaining how or why something happens. To do this you need to explain it as if it is happening.
Things you need to include:
Opening statement:
Begin with a rhetorical question to hook your audience in. Describe your main message.