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Grading Rubric for English

“A” students:

make impressive progress toward meeting all/most goals of class and of oneself,accurately documenting achievement in all areas of language arts via self-evaluations2.

complete the majority (at least 85%) of class preparation work and do sothoughtfully3.

complete all major assignments on time4.

produce written work that is consistently exceptional (achieving 5’s and 6’s)

produce projects that are consistently exceptional (achieving 5’s and 6’s)

actively engage in the reading process, consistently developing thoughtful andsensitive responses, showing insightful interpretations, and using a variety of reading strategies (making connections, speculating, drawing inferences,reflecting, forming opinions, making insightful interpretations, etc.)7.

actively and productively engage in the writing process, revising formal papersseveral times, showing significant effort with each revision, and demonstrating agenuine and consistent commitment to using the process to develop as a writer8.

actively and responsibly participate in class dialogues, discussions and activities,always supporting the learning of the whole class, consistently showingmotivation and self-discipline OR show impressive growth in doing so9.

demonstrate serious commitment to their learning, making full use of the learningopportunities available to them and searching out the implications of theirlearning for future use

“B” students:

make reasonable progress toward meeting many goals of class and self,documenting achievement in all areas of language arts with reasonable accuracy2.

complete most (at least 75%) of class preparation work, usually thoughtfully3.

complete all major assignments and most are on time (those that are late are

“minimally” late)

produce written w

ork that is consistently above average (achieving 4’s and 5’s)

produce projects that are consistently above average (achieving 4’s and 5’s)

actively engage in the reading process, developing mostly thoughtful andsensitive responses, showing original interpretations, and using several readingstrategies (making connections, speculating, drawing inferences, reflecting,forming opinions, etc.)7.

productively engage in the writing process. Revising formal papers somewhat,showing effort with each revision, and demonstrating a fairly consistentcommitment to using the process to develop as a writer

actively and responsibly participate in class dialogues, discussions and activitiesmost of the time, supporting the learning of the whole class, usually showingmotivation and self-discipline or show growth toward doing so9.

comply with the course requirements and expectations, making use of learningopportunities as they are presented

but rarely taking responsibility for “owning”

the learning or for seeing implications for future use

“C”

make some progress toward meeting most goals partially OR meeting only a fewgoals, documenting achievement in most areas of language arts but with limitedaccuracy2.

complete at least 65% of class preparation work, showing effort3.

complete all major assignments but timeliness is usually a problem (these studentsshow responsibility for completing late work)4.

produce written work of average quality (achieving 3’s)

produce projects of average quality (achieving 3’s)

inconsistently engage in the reading process, attempting to respond to somereadings thoughtfully but often producing limited or predictable responses,showing some understanding of the text, and using a few limited strategies(making personal connections, expressing opinions, etc.)7.

partially engage in the writing process, revising formal papers minimally, andshowing inconsistent commitment to using the process to develop as a writer8.

participate in class dialogues, discussions and activities half-heartedly but do notdistract others9.

demonstrate a inconsistent level of compliance to course requirements andexpectations

“D” students:

make little progress toward goals and/or don’t document achievement in areas of

the language arts or do so superficially and/or inaccurately2.

complete the bare minimum ( at least 55%) of class preparation work, oftencarelessly3.

turn in most major assignments but most are late (students avoid responsibility fordealing with delays)4.

produce mostly disappointing written work (achieving 2’s)

produce mostly di

sappointing projects (achieving 2’s)

engage minimally or not at all in the reading process, responding to readingssuperficially if at all, showing limited understanding of the text, using basicreading strategies (making personal connections, limited summaries of the plot,etc.)7.

inconsistently or superficially engage in the writing process, revising minimally

so that “revisions” are nearly identical to first drafts, and showing little

commitment to developing as a writer