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-I Orientation/

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Opening

Title hints at intended message


or theme.
Opening engages and orients
the reader by showing tl:ie
significance of the person being
profiled.

Development
of Ideas

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Development
of Internal
Structure

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Closure

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Ideas, concepts, and


information are sequenced to
support the intended message
or theme.
Transitions are varied and
maintain the relationships
among the ideas and concepts
that support the intended
message or theme.
Text features support the
intended message or theme.

The sequence of ideas,


concepts, and information is
confusing, inconsistent, or does
not support the message or
theme.
Transitions are cliched or
obscure the relationships
among the ideas and concepts.
Text features obscure the
intended message or theme.

Ideas, concepts, and


information are not logically
sequenced.
Transitions are not evident.
Text features are not evident.

Concluding statement or
section follows from and
supports the information
presented throughout the
profile and prompts reader to
consider or reconsider the
intended message or theme.

Concluding statement or
section follows from and
supports the information
presented throughout the
profile crystallizing the
intended message or theme.

Concluding statement or
section restates and/or
summarizes the intended
message or theme.

Concluding statement or
section is missing or is
irrelevant to the intended
message or theme.

Writing influences readers'


perceptions by using:

Writing attempts to use:

Writing does not use:

Language and domain-specific


vocabulary to support the
intended message or theme.
Style and tone that match the
purpose and audience.

Language and domain-specific


vocabulary that supports the
intended message or theme.
Style and tone that match the
purpose and audience.

through:
The selection of language and
domain-specific vocabulary to
enhance the intended message
or theme and show the
significance of the individual
being profiled.
Style and tone that match the
purpose and audience.

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Sentence
Fluency/
Syntax

Conventions
VI

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Ideas, concepts, and


information are organized into
broad categories and are
sequenced to advance the
intended message or theme.
Transitions are varied and
create cohesion to clarify the
relationships among the ideas
andconcepts that illustrate the
intended message or theme.
Text features enhance the
intended message or theme.

crafting style and voice

Title is irrelevant or does not


exist.
Opening does not introduce
the person being profiled.

Chosen facts, definitions,


details, quotations or
paraphrases, and examples or
anecdotes are irrelevant
and/or insufficient obstructing
the development of the
message or theme.

perceptions by strategically

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profiled.

Title states the subject of the


biographical profile.
Opening introduces the person
being profiled, but description
or explanation is lacking and/or
confusing.
Chosen facts, definitions,
details, quotations or
paraphrases, and examples or
anecdotes are sufficient and
relevant, but description
and/or explanation are
insufficient obscuring the
message or theme.

Writing influences reader's

V)

--3_
Title states the intended
message or theme.
Opening describes and/or
explains the person being

Unsatisfactory
(Does Not Meet)
1

Chosen facts, definitions,


/
details, quotations or
paraphrases, and examples or
anecdotes are sufficient
describing, explaining, and
explicitly supporting the
intended message or theme.

and Tone

>
......

(Meets)

Partially
Proficient (Approaching)
2

Chosen facts, definitions,


details, quotations or
paraphrases, and examples or
an~c'ciotes' are ample
describing, explaining, and
implicitly showing the intended
message or theme.

Word Choice

Cl)

Proflclent

Advanced
(Exceeds)
4

Grade:8

Genre: Bio Profile


(Revised 2014)

Language and domain-specific


vocabulary to support the
intended message or theme.
Style and tone that match the
purpose and audience.

Sentence structures are varied


(complex & simple), accurate,
enhance meaning, and may
include sentence fragments to
add style.

Sentence structures are varied


(complex & simple) and
accurate.

Sentence structures lack


variety OR are, at times,
inaccurate.

Inaccurate sentence structures


detract from the meaning.

Errors, if present, are minimal


and do not distract the reader;
little or no editing needed.
Follows proper punctuation for
direct quotes and in-text
citations .
Works Cited clearly directs
reader to sources and
demonstrates students'
knowledge of MLA format.

Errors do not impede


communication and rarely
distract the reader; minimal
editing needed.
A few errors in punctuation for
direct quotes and in-text
citations.
Works Cited is in proper MLA
format with few or no
mistakes.

Errors impede communication


in some portions of the
response; editing needed.
Errors in punctuation for direct
quotes and in-text citations
distract reader.
Some sources are cited, but
Works Cited may be formatted
incorrectly or may not include
all (in-text) cited resources.

Errors severely impede


communication; considerable
editing needed.
Direct quotes and/or in-text
citations are not present or are
not punctuated correctly.
Works Cited is missing or
includes minimal source
information such as only a URL
or only title of source.