RUBRICS Learning and Evaluation Situation · Analyses the effect of the codes and conventions of...

RUBRICS Learning and Evaluation Situation

CHILDREN’S RIGHTS

Cycle 2, Year 3

| Secondary Cycle Two, Year Three LES | Rubrics |

TA B L E O F C O N T E N TS

Using Rubrics to Interpret Student Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Rubrics for Talk to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Checklist for Talk to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Rubric for Talk to Learn (Summary From Checklists) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Rubric for Response/Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Rubric for Response/Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Rubric for A Multimodal Slide Show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Codes and Conventions of Multimodal Slide Show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Rubric for the Production of a Multimodal Slide Show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Rubrics for the Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Codes and Conventions of an Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Rubric for the Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Rubric for Language Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

| Secondary Cycle Two, Year Three LES | Rubrics |

| Secondary Cycle Two, Year Three LES | Rubrics | 1

RUBRICS

Definition

In evaluation, the rubric is a tool that is designed to tell both the students who have performed a task, and the as-

sessors who will judge the performance, exactly what elements are most valued and that should be evident in the

performance. The criteria describe the essential components of the task being evaluated, and the indicators describe

the relative quality of the performance for each criterion. The criteria describe the conditions a performance must

meet to be successful, and define the task requirements and the standards that are to be met. The rubrics provided

with this Learning and Evaluation Situation (LES) are task-specific, and describe five levels of performance for

each criterion. Students meet or fail to meet the criteria on a range from fully attained to incompletely attained.

Rubrics as Tools for Learning

Rubrics guide instruction and teacher observation of performance. They provide details about the task and de-

scribe the possible range of achievement within tasks, as well as conveying expectations and goals. They tell stu-

dents exactly what they have to do to achieve, by indicating the degree to which a student has reached a goal as

well as what to do to improve a score. Therefore, students know exactly what to do to demonstrate competency

and to achieve success.

It is important that students know and understand the criteria and indicators that are used to assess a task or tasks.

The rubrics and assessment tasks are interconnected, so to is important to design the tasks and the assessment

tools at the same time. Teachers can help students to understand criteria for tasks by working with them to describe

the essential elements of a good performance, and to apply these to exemplars or samples of work. This procedure

helps students become familiar with the language used in rubrics to describe performances.

For the most part, students have prior experience with numeric scores for tasks; often they do not understand the

reasons behind the mark or score they are given. The benefit of rubrics is to provide the missing information, and

thereby help students come to understand the nature of quality performances, so they can set goals for themselves.

Using Exemplars

The rubrics provided with this LES use professional language to describe performances so that teachers can score

students’ work. Teachers often ask to have rubrics written in language that students can understand. This can be

accomplished by using exemplars of work with students, and inviting them to discuss and offer opinions about the

work they are examining. The language they themselves use to describe the performances can then serve to help

them define and become familiar with the professional rubric. A good procedure is to select anonymous work

samples of specific tasks—make sure to remove the names on the papers that will be critiqued. Samples of work

could be obtained by sharing samples with colleagues and exchanging papers, or using papers from other groups

of students. Working in pairs, ask the students to critique the performances noting the common aspects they

indicate. These first steps towards building rubrics with the students help them to gain insights into what good work

looks like and what is expected of them as learners.

USING RUBRICS TO INTERPRET STUDENT WORK

2 | Secondary Cycle Two, Year Three LES | Rubrics |

Students who are undertaking an LES for the first time will benefit from discussing the provided rubrics before

beginning the tasks that will be assessed. Applying the rubric to prior tasks would be helpful even if the specific

requirements may not be entirely applicable.

Judging Student Work

Teachers as well as students can come to a better understanding of what constitutes quality performances by work-

ing together in marking centres to score papers. The discussion about what typifies different levels of performance

both clarifies and makes concrete the qualities described in the rubrics. Teachers then obtain samples of work to

use with students that exemplify the different levels of performance. They also gain a better understanding of task,

criteria and performance.

Value is added to the LES if students have a chance to read some samples of work and apply the rubrics. Again,

working in pairs in recommended as is the use of anonymous papers obtained by an exchange with a colleague.

End-of-Cycle or End-of Year Competency Report

The report is compiled from selected samples of students’ work, scored rubrics and/or anecdotal records of ob-

servations that have been maintained over the cycle or year. Also of benefit would be any integrated profiles main-

tained by the students and shared in interviews or conferences. These documents are reviewed and compared to

the Scales of Competency Levels for Secondary School Education, Cycle Two. Teachers then form a judgment of

competency and select the description that best fits the individual student, with reference to the appropriate level

on the scale. School Boards have developed Standards and Procedures to guide teachers in this process.

One sample of work is never sufficient to judge a competency. Several samples/records collected over time assists

teachers in making a judgment, based on the scales of competency levels.

USING RUBRICS TO INTERPRET STUDENT WORK


RUBRICS FOR TALK TO LEARN


CH

ECK

LIST

FO

R T

ALK

TO

LEA

RN

DU

RIN

G G

RO

UP

WO

RK

Nam

e of

Stu

den

tsO

bse

rvab

le B

ehav

iours

Dat

eN

ote

s

Sugges

ts i

dea

s/new

dir

ecti

ons

Buil

ds

on i

dea

s

See

ks

or

off

ers

clar

ific

atio

n

Sta

ys

on t

opic

Sugges

ts i

dea

s/new

dir

ecti

ons

Buil

ds

on i

dea

s

See

ks

or

off

ers

clar

ific

atio

n

Sta

ys

on t

opic

Sugges

ts i

dea

s/new

dir

ecti

ons

Buil

ds

on i

dea

s

See

ks

or

off

ers

clar

ific

atio

n

Sta

ys

on t

opic

Sugges

ts i

dea

s/new

dir

ecti

ons

Buil

ds

on i

dea

s

See

ks

or

off

ers

clar

ific

atio

n

Sta

ys

on t

opic


Su

gges

ts

Idea

s /

New

Dir

ec-

tion

s

Contr

ibute

s know

ledgea

ble

,per

cepti

ve

and i

nte

rpre

tive

idea

s; e

labora

tes

wit

h

refe

rence

s to

res

ourc

es,

ow

n k

now

ledge

or

exper

ience

; pro

pose

s dif

fere

nt

or

alte

rnat

ive

vie

ws.

Contr

ibute

s an

d d

evel

ops

idea

s an

d r

eshap

es t

he

idea

sof

oth

ers;

pro

vid

es p

erti

nen

tdet

ails

fro

m r

esourc

es o

row

n e

xper

ience

.

Contr

ibute

s id

eas

and

sugges

tions

wit

hout

elab

ora

tion;

mak

es

refe

rence

s to

res

ourc

es.

Contr

ibute

s id

eas

on

occ

asio

n b

ut

pri

mar

ily

list

ens

to t

he

contr

ibuti

ons

of

oth

ers;

men

tions

reso

urc

es.

When

pro

mpte

d t

o s

har

e,

off

ers

dis

connec

ted o

r ir

rele

van

t co

mm

ents

.

Bu

ild

s

On

Idea

s

Inte

gra

tes

ow

n i

dea

s w

ith

those

of

oth

ers

dev

eloped

duri

ng t

he

dis

cuss

ion;

wel

com

es a

nd a

ppli

es

feed

bac

k f

rom

oth

ers

and

off

ers

const

ruct

ive

feed

bac

k.

Neg

oti

ates

and c

onst

ruct

sm

eanin

g a

nd d

efen

ds

ow

nin

terp

reta

tions;

off

ers

use

ful

feed

bac

k a

nd r

eques

ts a

nd

use

s fe

edbac

k f

rom

oth

ers.

Mak

es s

ugges

tions

that

may

be

obvio

us

or

self

-evid

ent;

off

ers

and a

ccep

ts f

eedbac

k.

Off

ers

unfo

cuse

d c

om

men

tsan

d s

ugges

tions;

acc

epts

but

may

not

use

fee

dbac

k, w

hil

eth

e fe

edbac

k o

ffer

ed m

ay b

ein

effe

ctiv

e or

irre

levan

t.

Ref

ers

to o

r re

pea

ts i

dea

sra

ndom

ly, re

gar

dle

ss o

f co

nte

xt

or

dir

ecti

on o

f th

edis

cuss

ion;

acce

pts

fee

dbac

k.

See

ks

an

d

Off

ers

Cla

rifi

-

cati

on

Pro

bes

and q

ues

tions

oth

ers

to b

road

en t

he

scope

of

the

dis

cuss

ion;

redef

ines

the

task

in l

ight

of

new

idea

s or

dir

ecti

on

See

ks

clar

ific

atio

n a

nd

dir

ecti

on f

or

the

task

; as

ks

focu

sed q

ues

tions

to i

nit

iate

dis

cuss

ion.

See

ks

clar

ific

atio

n o

f id

eas

and p

ose

s ques

tions

rela

ted t

oth

e ta

sk, th

e co

nte

nt

or

the

purp

ose

.

Pose

s ques

tions

to c

lari

fy

the

purp

ose

, th

e ta

sk o

r th

e pro

cedure

s.

Pose

s ques

tions

for

det

ails

and e

xpla

nat

ions

or

ques

tions

unre

late

d t

o

the

task

or

purp

ose

.

Sta

ys

on

Top

ic

Ass

um

es a

bro

ad f

ocu

s on

the

topic

; ad

opts

a f

irm

stan

ce i

nco

rpora

ting a

worl

dvie

w;

consi

der

s co

nfl

icti

ng

vie

ws

and p

rom

ote

s co

mpro

mis

e.

Focu

ses

close

ly o

n t

he

topic

and c

hal

lenges

opin

ions

of

oth

ers;

modif

ies

stan

ceth

rough d

iscu

ssio

n;

dis

agre

es c

onst

ruct

ivel

y

and c

ord

iall

y.

Focu

ses

on t

he

topic

;pro

mpts

oth

ers

to p

rovid

em

ore

det

ails

; es

tabli

shes

and

reta

ins

ow

n s

tance

when

chal

lenged

by o

ther

s.

Focu

ses

nar

row

ly o

n t

he

topic

and a

tten

ds

to t

he

dis

cuss

ion;

assu

mes

a

pro

pose

d s

tance

wit

hout

ques

tion.

When

addre

ssed

, re

sponds

todir

ect

ques

tions

about

the

topic

wit

hout

esta

bli

shin

g a

stan

ce o

r posi

tion.

Cri

teri

a

Ran

ge

of

Com

pet

ency

Lev

el 5

Ad

van

ced

Lev

el 4

Th

oro

ugh

Lev

el 3

Acc

epta

ble

Lev

el 2

Part

ial

Lev

el 1

Min

imal

Ideas InteractionsR

UB

RIC

FO

R T

ALK

TO

LEA

RN

SU

MM

AR

Y FR

OM

CH

ECK

LIST

S


RUBRIC FOR RESPONSE/SYNTHESIS


Mea

nin

g

Synth

esiz

es c

riti

cal

idea

sfr

om

both

tex

ts;

under

stan

din

g i

s ex

tensi

ve;

adopts

a w

orl

d v

iew

to

expan

d a

nd j

ust

ify i

dea

s;

subst

anti

ates

under

stan

din

gw

ith p

erce

pti

ve

refe

rence

s to

the

texts

.

Synth

esiz

es f

oca

l id

eas

from

both

tex

ts;

under

stan

din

g

is t

horo

ugh;

support

s under

stan

din

g w

ith

thoughtf

ul

refe

rence

s to

the

texts

.

Synth

esiz

es b

road

idea

s fr

om

both

tex

ts;

under

stan

din

g i

sap

par

ent,

but

may

not

be

full

y d

evel

oped

or

appli

ed;

refe

rs t

o t

he

texts

to s

upport

opin

ions.

Sum

mar

izes

det

ails

fro

mboth

tex

ts;

par

tial

under

stan

din

g i

s ev

iden

t an

d s

upport

ed w

ith o

pin

ions

rela

ted t

o f

amil

iar

exper

ience

s; m

ay m

ake

vag

ue

or

unce

rtai

n

refe

rence

s to

the

texts

.

Ret

ells

det

ails

fro

m b

oth

texts

; under

stan

din

g i

s te

nuous

or

inco

mple

te;

off

ers

gen

eral

opin

ions

wit

hfe

w r

efer

ence

s to

the

texts

.

Ju

dgm

ent

Eval

uat

es t

he

qual

itie

s of

the

pre

ferr

ed t

ext;

est

abli

shes

how

eff

ecti

vel

y t

he

text

addre

sses

the

guid

ing

ques

tion;

just

ifie

s th

eir

ow

n p

refe

rence

.

Exam

ines

the

qual

itie

s of

the

pre

ferr

ed t

ext;

expla

ins

how

effe

ctiv

ely t

he

text

addre

sses

the

guid

ing

ques

tion a

nd e

stab

lish

esso

und r

easo

ns

for

ow

n

pre

fere

nce

.

Iden

tifi

es t

he

qual

itie

s of

the

pre

ferr

ed t

ext;

des

crib

eshow

eff

ecti

vel

y t

he

text

addre

sses

the

guid

ing

ques

tion a

nd o

ffer

s lo

gic

alex

pla

nat

ions

for

ow

n

pre

fere

nce

.

Ref

ers

to a

qual

ity

of

the

pre

ferr

ed t

ext

to

support

ow

n p

refe

rence

.

Rea

cts

to a

pre

ferr

ed t

ext

wit

h l

ikes

and/o

r dis

likes

,w

ithout

just

ifyin

g o

pin

ions.

Con

nec

tion

s

Ref

lect

s on a

nd i

nte

gra

tes

val

ues

and e

xper

ience

s w

ith

the

pre

ferr

ed t

ext;

co

nnec

tions

are

per

cepti

ve

and m

ake

refe

rence

to o

ther

texts

, w

orl

d i

ssues

or

even

ts;

det

erm

ines

audie

nce

and

purp

ose

for

the

pre

ferr

ed t

ext.

Mak

es c

onnec

tions

bey

ond

obvio

us

or

per

sonal

ex

per

ience

s w

ith t

he

pre

ferr

ed t

ext;

connec

tions

are

thoughtf

ul

and r

efer

to

oth

er t

exts

, si

gnif

ican

t is

sues

or

even

ts;

consi

der

s au

die

nce

and p

urp

ose

for

the

pre

ferr

edte

xt.

Off

ers

gen

eral

connec

tions

to t

he

pre

ferr

ed t

ext;

co

nnec

tions

to t

exts

re

late

d t

o t

he

issu

e m

ay b

efo

rced

, su

per

fici

al, unce

rtai

nor

inco

mple

te;

indic

ates

an

audie

nce

and a

purp

ose

for

the

pre

ferr

ed t

ext.

Ass

oci

ates

only

per

sonal

ex

per

ience

s w

ith t

he

pre

ferr

ed t

ext;

expla

ins

obvio

us

or

sim

pli

stic

connec

tions

to f

amil

iar

texts

that

rel

ate

to t

he

issu

e;

sugges

ts a

n i

nte

nded

au

die

nce

for

the

pre

ferr

edte

xt.

Off

ers

tenta

tive

or

illo

gic

alco

nnec

tions

that

rel

ate

vag

uel

y t

o t

he

pre

ferr

ed t

ext;

dis

regar

ds

inte

nded

audie

nce

for

the

pre

ferr

ed t

ext.

Cod

es a

nd

Con

ven

tion

s

Eval

uat

es t

he

effe

ct o

f th

eco

des

and c

onven

tions

of

the

pre

ferr

ed t

ext

to j

ust

ify o

wn

pre

fere

nce

.

Anal

yse

s th

e ef

fect

of

the

codes

and c

onven

tions

of

the

pre

ferr

ed t

ext

to s

upport

ow

npre

fere

nce

.

Exam

ines

codes

and

conven

tions

that

char

acte

rize

the

pre

ferr

ed t

ext

to d

evel

op

a pre

fere

nce

.

Com

men

ts o

n f

amil

iar

codes

and c

onven

tions

to s

upport

apre

fere

nce

.

Ref

ers

to o

bvio

us

codes

and

conven

tions

in t

he

pre

ferr

edte

xt.

Cri

teri

a

Ran

ge

of

Com

pet

ency

Lev

el 5

Ad

van

ced

Lev

el 4

Th

oro

ugh

Lev

el 3

Acc

epta

ble

Lev

el 2

Part

ial

Lev

el 1

Min

imal

RU

BR

IC F

OR

RES

PO

NS

E/SY

NT

HES

IS


RUBRIC FOR AMULTIMODAL SLIDE SHOW


CODES AND CONVENTIONS OF A MULTIMODAL SLIDE SHOW

Codes and Conventions of a Multimodal (Word, Sound, Image) Slide Show*

Codes and Conventions of a Multimodal Slide Show

• clearly expressed position on the essential question; may be a single perspective or a balance of two

perspectives

• persuasive arguments/explanations that develop key issues

• coherent representation of a complex world view

• engagement of audience

1) Codes and Conventions of WORD - written and spoken

• choice of language fits purpose and audience

• strong voice/mood connects with intended audience

• rhetorical techniques engage audience, e.g. addressing the audience directly, asking questions for

emphasis

• strategic placement of written or spoken word on images

2) Codes and Conventions of SOUND

• noise (special effects), music, and/or voice contribute to mood

• increase/decrease in pace regulates level of tension

• rhythm, e.g. quick light rhythm to suggest happiness, well-being; matching movement of images to

beat of music

• repetition of sounds, words, and/or music for emphasis or monotony

• foreshadowing through background sounds, music

• silence or pauses for emphasis, suspense

3) Codes and Conventions of IMAGE

• good fit between images and message

• composition highlights important images

• colour, black & white, or sepia for impact, mood, historical time

• juxtaposition of stills and moving images/ Ken Burns effect for emphasis,

• high, low, or direct camera angles to suggest power, vulnerability or equilibrium

• framing/cropping to show detail, emotion in close-ups or context in long shots

• degree of lighting to create mood fear, suspense, foreboding or happiness

• transitions (fade in/out, dissolve, tumble, etc.) to mimic rhythm, pacing

• techniques (fog, reverse, earthquake, glass distortion) for impact position on the essential question

* It is not necessary for all of these codes and conventions to be present in a single production. This list is

meant to suggest some possibilities and is not comprehensive. The quality of the

application of codes and conventions is more important than the quantity.


Pu

rpose

an

d

Au

die

nce

A d

isti

nct

and h

ighly

focu

sed

posi

tion o

n t

he

esse

nti

alques

tion i

s re

fined

wit

h

insi

ghtf

ul

issu

es a

nd i

dea

s;au

die

nce

inte

rest

is

sust

ained

.

A c

lear

posi

tion o

n t

he

esse

nti

al q

ues

tion i

s dev

eloped

; is

sues

and i

dea

sar

e ex

tended

to e

ngag

e th

eau

die

nce

.

A p

osi

tion o

n t

he

esse

nti

alques

tion i

s dis

cern

ible

; is

-su

es a

nd i

dea

s ar

e su

pport

edunev

enly

; au

die

nce

’ nee

ds

are

som

etim

es a

ddre

ssed

.

A t

enta

tive

posi

tion o

n t

he

esse

nti

al q

ues

tion i

s off

ered

;is

sues

and i

dea

s ar

e undev

el-

oped

and a

udie

nce

inte

rest

wav

ers.

A p

osi

tion o

n t

he

esse

nti

alques

tion i

s not

obvio

us;

lit

tle

atte

nti

on t

o a

udie

nce

and

purp

ose

.

Org

an

izati

on

Conce

pts

and d

etai

ls a

recr

afte

d t

o p

rese

nt

a per

suas

ive

mes

sage.

Conce

pts

and d

etai

ls a

re

per

tinen

t an

d f

ocu

sed;

sequen

cing i

s ef

fect

ive

and

enhan

ces

the

mes

sage.

Conce

pts

and d

etai

ls a

rear

ranged

in a

logic

al f

ashio

n;

sim

ple

tra

nsi

tions

hel

p t

opro

vid

e a

sequen

tial

re

ndit

ion.

Pre

sents

obvio

us

conce

pts

wit

h f

ew d

etai

ls o

r tr

ansi

-ti

ons

to s

ugges

t th

eir

si

gnif

ican

ce.

Pre

sents

conce

pts

in a

con-

fuse

d w

ay w

ithout

support

-in

g d

etai

ls o

r tr

ansi

tions.

Voic

e/M

ood

A p

ow

erfu

l voic

e an

d m

ood

are

crea

ted a

nd inte

nsi

fied

thro

ugh s

killf

ul use

of

conte

nt

and tec

hniq

ues

.

A d

isti

nct

voic

e an

d m

ood a

redev

eloped

and s

ust

ained

thro

ugh e

ffec

tive

use

of

conte

nt

and t

echniq

ues

.

A d

isce

rnib

le v

oic

e an

d

mood a

re c

onvey

ed t

hro

ugh

appro

pri

ate

use

of

conte

nt

and b

asic

tec

hniq

ues

.

Voic

e or

mood v

ary;

conte

nt

is p

redic

table

and t

echniq

ues

are

appli

ed u

nev

enly

.

Voic

e or

mood a

re i

mper

cep-

tible

; co

nte

nt

is u

nre

late

d t

ota

sk a

nd t

echniq

ues

are

unce

rtai

n.

Cod

es a

nd

Con

ven

tion

s*

Pro

duct

ion d

ecis

ions

are

know

ledgea

ble

and a

nal

yti

cal;

use

of

codes

and c

onven

tions

contr

ibute

to a

sophis

tica

ted

med

ia p

roduct

ion.

Pro

duct

ion d

ecis

ions

are

thoughtf

ul

and c

oher

ent;

use

of

codes

and c

onven

tions

contr

ibute

to a

succ

essf

ul

med

ia p

roduct

.

Pro

duct

ion d

ecis

ions

are

in-

consi

sten

t; u

se o

f c

odes

and

conven

tions

is e

vid

ent

but

bas

ic o

r over

use

d.

Pro

duct

ion d

ecis

ions

and u

seof

codes

and c

onven

tions

are

lim

ited

.

Pro

duct

ion d

ecis

ions

and

use

of

codes

and c

onven

tions

are

uncl

ear.

Cri

teri

a

Ran

ge

of

Com

pet

ency

Lev

el 5

Ad

van

ced

Lev

el 4

Th

oro

ugh

Lev

el 3

Acc

epta

ble

Lev

el 2

Part

ial

Lev

el 1

Min

imal

RU

BR

IC F

OR

TH

E P

RO

DU

CT

ION

OF

A M

ULT

IMO

DA

L S

LID

E S

HO

W

* C

odes

and c

onven

tions

of

texts

ref

er t

o t

he

bones

aro

und w

hic

h a

tex

t is

dev

eloped

and a

re u

sed b

y t

he

wri

ter/

pro

duce

r to

shap

e a

text

in o

rder

to d

evel

op t

he

soci

al f

unct

ion(s

) of

the

text,

i.e

. to

com

munic

ate

a m

essa

ge

for

a par

ticu

lar

purp

ose

and t

o a

par

ticu

lar

audie

nce

. T

her

e ar

e co

des

and c

onven

tions

spec

ific

to t

his

gen

re(S

ee R

ub

rics

book

let)


RUBRICS FOR THE ARTICLE


CODES AND CONVENTIONS OF AN ARTICLE

Codes and Conventions of an Article-- Feature, Comment/Analysis, Opinion Column --

Headlines

• Should be striking and attention-catching.

• Should use precise verbs – most often in present tense, but may also be future or past tense.

• Should accurately reflect an (if not the most) important aspect of the article.

• May demonstrate humour and wit.

• May use devices such as alliteration, metaphor, personification etc.

Byline

• Attributes the work to a person e.g. By Elizabeth Wilson – usually at the beginning, between the headline and

the lead.

The Lead (The opening sentence or sentences of an article)

• Should engage the reader and focus them on the topic or a specific aspect of the topic.

• May be humorous, anecdotal, dramatic, emotional, abrupt, punchy, and/or creative.

The Structure

• Varies, and can be described as linear, circular, or as “beads on a necklace”. (Each paragraph is a bead and

the author can experiment with patterns in ideas and language while linking the paragraphs together.)

• Involves a clear beginning, development and close. (N.B. The word “conclusion” is avoided here because articles do not end with the “In conclusion,…” phrase often found in essays.)

• Often uses a close that refers cleverly or poignantly back to ideas in the lead or the headline.

• N.B. The structure differs greatly from a News Article – which highlights the “5 W’s and H” and takes the inverted pyramid form, of information in descending order of importance.

The Development

• Should be broken into several (even numerous) short paragraphs. For effect and/or clarity, some paragraphs may

only be one sentence long.

• Should be clear and logical; whether cause-effect, problem-solution, comparison, chronological (related to

time), spatial (related to location or place), or simply a logical, easily-followed train of thought.

• Should lead the reader toward an enlightened understanding, a new perspective, and/or taking action.

Language

• Should be clear and crisp (not waffle).

• Should demonstrate precision in vocabulary, particularly with verbs and nouns.

• Should show a strong voice.

• Often takes 3rd person perspective if the writer is not personally implicated in the subject.


CODES AND CONVENTIONS OF AN ARTICLE

• May take 1st person perspective when the writer is personally implicated in the subject and if it adds value and interest; e.g. particularly in an Opinion Column.

• Should use a consistent tone – whether serious, humorous, authoritative, light, dark, dry, satirical, conversational,

formal, philosophical or whimsical.

• May quote people’s spoken words as sources of information, or to add “colour” and human interest, especially

in a Feature Article.

• Should demonstrate judicious and appropriate use of engaging devices such as puns, personification,

alliteration, metaphor, onomatopoeia etc.

• Should integrate a variety of sentence beginnings and sentence lengths.

• May demonstrate judicious and appropriate use of questions?, exclamations!, and ellipsis… for effect.

• Should aim to use active tense rather than passive.

• May be descriptive, sophisticated, and/or artistic (but not self-indulgent).

Layout (optional)

• Uses columns.

• Often includes graphics – photographs, graphs, maps, illustrations etc – to increase impact.

• May use drop caps to start, and also to signify shifts in topic during the article.

• Is often justified (text is smooth down the sides of the columns; not ragged on the right hand side, not centred).

• May use the occasional “pull quote” – a pertinent and dramatic sentence from the article duplicated in larger,

bold font. This is a technique to draw readers in, as well as a way to break up a page of dense text.


Idea

s,

Pu

rpose

an

d

Au

die

nce

(Task

)

Addre

sses

the

guid

ing

ques

tion a

nd e

stab

lish

es a

dis

tinct

, co

mple

x v

iew

poin

t;pro

vid

es i

nsi

ghtf

ul

inte

rpre

tati

on o

f id

eas

insp

ired

by t

he

reso

urc

es;

sust

ains

the

inte

rest

of

inte

nded

audie

nce

thro

ughout

wit

h u

niq

ue

idea

s an

d/o

r per

tinen

t in

form

atio

n.

Addre

sses

the

guid

ing

ques

tion a

nd d

evel

ops

a fo

cuse

d v

iew

poin

t; c

onsi

der

sper

tinen

t id

eas

sugges

ted b

yth

e re

sourc

es;

engag

es t

he

inte

rest

of

the

inte

nded

au

die

nce

by m

eans

of

an

effe

ctiv

e se

quen

ce o

f fo

cuse

d, det

aile

d i

dea

san

d/o

r in

form

atio

n.

Addre

sses

the

guid

ing

ques

tion a

nd e

xpre

sses

agen

eral

vie

wpoin

t; o

ffer

sid

eas

stem

min

g f

rom

the

reso

urc

es;

addre

sses

the

inte

nded

audie

nce

wit

h a

logic

al s

equen

ce o

f ad

equat

eid

eas

and/o

r in

form

atio

n.

Ref

ers

to t

he

guid

ing

ques

tion a

nd o

ffer

s a

tenta

tive

vie

wpoin

t; f

ocu

ses

on m

inor

det

ails

or

idea

spro

mpte

d b

y t

he

reso

urc

es;

addre

sses

the

inte

nded

au

die

nce

spora

dic

ally

whil

epre

senti

ng u

nst

ruct

ure

d i

dea

san

d/o

r ra

ndom

info

rmat

ion.

Sugges

ts a

vag

ue

vie

wpoin

ton t

he

guid

ing q

ues

tion;

idea

s ar

e vag

ue

and

unre

late

d;

pre

sents

a s

erie

s of

dis

org

aniz

ed i

dea

s th

atla

ck a

cle

ar s

ense

of

dir

ecti

on a

nd s

ense

of

audie

nce

.

Voic

e

Shap

es v

oic

e an

d t

one

del

iber

atel

y t

o m

erge

seam

less

ly w

ith p

urp

ose

an

d a

udie

nce

.

Pro

vid

es a

sin

cere

and

assu

red v

oic

e an

d t

one

to

effe

ctiv

ely a

ddre

ss p

urp

ose

and a

udie

nce

.

Est

abli

shes

a p

erso

nab

le b

ut

var

iable

voic

e an

d t

one;

the

read

er’s

inte

rest

wav

ers

aspurp

ose

and a

udie

nce

are

unev

enly

addre

ssed

.

Pre

sents

a d

ista

nt

voic

e an

dto

ne;

off

ers

occ

asio

nal

at

tenti

on t

o a

udie

nce

an

d p

urp

ose

.

Use

s a

flat

or

dis

engag

edvoic

e an

d t

one;

aw

aren

ess

of

audie

nce

and p

urp

ose

are

not

evid

ent.

Org

an

izati

on

,

Cod

es a

nd

Con

ven

tion

s

Pro

vid

es a

polish

ed title

and

com

pel

ling lea

d to s

upport

atight fo

cus

on the

subje

ct;

pro

vid

es a

sm

ooth

ly s

equen

ced

stru

cture

of

idea

s th

at

culm

inat

es w

ith a

rew

ardin

gco

ncl

usi

on. U

se o

f co

des

and

conven

tions

of

the

articl

e ex

-te

nds

the

scope

of

the

mea

nin

g.

Pro

vid

es a

suit

able

tit

le a

nd

engag

ing l

ead t

o h

ighli

ght

the

centr

al v

iew

poin

t on t

he

subje

ct;

dev

elops

a nat

ura

lse

quen

ce o

f id

eas

that

cu

lmin

ates

wit

h a

soli

d

concl

usi

on. U

se o

f co

des

and

conven

tions

of

the

arti

cle

stre

ngth

ens

the

mea

nin

g.

Pre

sents

a r

elev

ant

titl

e an

dle

ad t

o i

ndic

ate

the

centr

alposi

tion o

n t

he

subje

ct;

off

ers

a lo

gic

al s

equen

ce o

f id

eas

that

culm

inat

es w

ith a

su

itab

le c

oncl

usi

on. U

se o

fco

des

and c

onven

tions

of

the

arti

cle

contr

ibute

s to

the

mea

nin

g.

Inse

rts

a gen

eric

tit

le a

nd l

ead

par

agra

ph t

hat

ref

er t

o a

su

per

fici

al o

pin

ion o

n t

he

issu

e; l

ists

a s

erie

s of

unfo

cuse

d i

dea

s th

at

culm

inat

es i

nco

ncl

usi

vel

y.

Use

of

codes

and c

onven

tions

of

the

arti

cle

is l

imit

ed a

nd

inef

fect

ive.

Att

aches

a t

itle

and t

enta

tive

lead

foll

ow

ed b

y a

gro

upin

gof

dis

org

aniz

ed i

dea

s; i

dea

sra

mble

wit

h n

o c

lear

sen

se o

fdir

ecti

on o

r co

ncl

usi

on. U

seof

codes

and c

onven

tions

of

the

arti

cle

is n

ot

evid

ent.

Tec

hn

iqu

es

Del

iber

atel

y s

elec

ts

tech

niq

ues

and d

evic

es t

oen

rich

the

arti

cle,

such

as

hum

our

or

irony,

word

choic

e, f

igura

tive

and

des

crip

tive

languag

e,

turn

-of-

phra

se, an

d/o

r re

pet

itio

n t

o e

nhan

ce t

he

conte

nt

and c

om

munic

atio

n.

Appli

es t

echniq

ues

and

dev

ices

to d

evel

op t

he

arti

cle,

such

as

hum

our,

word

choic

e, f

igura

tive

and

des

crip

tive

languag

e, a

nd/o

rre

pet

itio

n t

o d

evel

op c

onte

nt

and c

om

munic

atio

n.

Use

s te

chniq

ues

and d

evic

esto

form

the

arti

cle,

such

as

word

choic

e, d

ialo

gue,

des

crip

tive

and f

igura

tive

languag

e to

support

co

mm

unic

atio

n.

Inse

rts

bas

ic t

echniq

ues

and

dev

ices

ran

dom

ly, su

ch a

sw

ord

choic

e, d

ialo

gue

and

des

crip

tive

languag

e.

Adds

an o

ccas

ional

bas

icte

chniq

ue

such

as

des

crip

tive

languag

e, b

ut

the

wri

ting i

sundev

eloped

.

Cri

teri

a

Ran

ge

of

Com

pet

ency

Lev

el 5

Ad

van

ced

Lev

el 4

Th

oro

ugh

Lev

el 3

Acc

epta

ble

Lev

el 2

Part

ial

Lev

el 1

Min

imal

RU

BR

IC F

OR

TH

E A

RT

ICLE

Gra

mm

ar

Sust

ains

contr

ol

of

synta

xth

roughout

the

text;

use

s co

rrec

t ver

b t

ense

s an

d

subje

ct/v

erb a

gre

emen

ts;

appro

pri

atel

y u

ses

run-o

nse

nte

nce

s an

d/o

r fr

agm

ents

for

effe

ct o

r em

phas

is.

Dem

onst

rate

s co

nsi

sten

tco

ntr

ol

of

synta

x;

min

or

erro

rs m

ay o

ccur

in v

erb

tense

s an

d/o

r su

bje

ct/v

erb

agre

emen

ts;

avoid

s ru

n-o

nse

nte

nce

s an

d f

ragm

ents

.

Dem

onst

rate

s ad

equat

e co

ntr

ol

of

synta

x:

occ

asio

nal

erro

rs m

ay o

ccur

wit

h v

erb

tense

s, s

ubje

ct/v

erb

agre

emen

ts, ru

n-o

n

sente

nce

s or

wit

h f

ragm

ents

.

Dem

onst

rate

s te

nuous

contr

ol

of

synta

x:

erro

rs a

refr

equen

t an

d v

arie

d, an

d m

ayocc

ur

wit

h v

erb t

ense

s,

subje

ct/v

erb a

gre

emen

ts,

run-o

n s

ente

nce

s or

wit

hfr

agm

ents

.

Dem

onst

rate

s er

rati

c co

ntr

ol

of

synta

x:

erro

rs a

re f

requen

tan

d e

xte

nsi

ve,

incl

udin

gver

b t

ense

s, s

ubje

ct/v

erb

agre

emen

ts, ru

n-o

n

sente

nce

s or

wit

h f

ragm

ents

.

Para

gra

ph

s

Indic

ates

par

agra

phs

consi

sten

tly a

nd a

ccura

tely

,w

ith e

ffec

tive

inte

rnal

st

ruct

ure

and w

ell-

sele

cted

tran

siti

onal

word

s or

phra

ses

that

enhan

ce m

eanin

g;

skil

full

y c

raft

s var

ied

sente

nce

s, s

how

ing

styli

stic

contr

ol.

Indic

ates

par

agra

phs

regula

rly t

hro

ughout,

pro

vid

ing a

wel

l-dev

eloped

text;

inte

rnal

str

uct

ure

in

cludes

tra

nsi

tional

word

sor

phra

ses

that

support

mea

nin

g;

var

ies

the

sente

nce

stru

cture

to e

nhan

ce t

he

over

all

effe

ct o

f th

e te

xt.

Pro

vid

es s

om

e in

dic

atio

n o

fpar

agra

phs

wit

h b

asic

in

tern

al s

truct

ure

and

occ

asio

nal

tra

nsi

tions

that

assi

st i

n t

he

pro

gre

ssio

n o

fth

e te

xt;

foll

ow

s si

mil

ar

pat

tern

s fo

r se

nte

nce

st

ruct

ure

for

the

most

par

t;w

riti

ng m

ay a

t ti

mes

bec

om

e re

pet

itiv

e.

Indic

ates

par

agra

phs

occ

asio

nal

ly t

hat

may

in

clude

more

than

one

mai

nid

ea;

inte

rnal

str

uct

ure

is

inco

nsi

sten

t w

hic

h o

bsc

ure

sth

e in

tended

mea

nin

g;

bas

icse

nte

nce

str

uct

ure

s ar

e use

dth

roughout.

Indic

ates

par

agra

phs

random

ly i

ndic

ated

; pro

gre

ssio

n o

f id

eas

is

tenta

tive

and d

isorg

aniz

ed;

use

s si

mple

sen

tence

st

ruct

ure

s th

at te

nd t

o b

e uncl

ear

or

awkw

ard.

Sp

elli

ng a

nd

Pu

nct

uati

on

Pro

duce

s fe

w a

nd insi

gnif

ican

tpunct

uat

ion, s

pel

ling a

nd/o

rca

pital

izat

ion e

rrors

, if

any;

mea

nin

g is

enhan

ced

thro

ughout.

Pro

duce

s noti

ceab

le b

ut

infr

equen

t punct

uat

ion,

spel

ling a

nd/o

r ca

pit

aliz

atio

ner

rors

; m

eanin

g i

s su

pport

ed.

Rep

eats

sim

ilar

punct

uat

ion,

spel

ling a

nd/o

r ca

pit

aliz

atio

ner

rors

; m

eanin

g m

ay b

e af

fect

ed a

t ti

mes

.

Pro

duce

s fr

equen

t punct

uat

ion, ca

pit

aliz

atio

nan

d/o

r sp

elli

ng e

rrors

of

hig

hfr

equen

cy w

ord

s an

d w

ord

sw

ith b

asic

spel

ling p

atte

rns;

mea

nin

g i

s af

fect

ed a

nd th

ere

ader

is

dis

trac

ted.

Pro

duce

s m

ult

iple

and

repet

itiv

e punct

uat

ion,

spel

ling a

nd /

or

capit

aliz

atio

n e

rrors

; m

eanin

g i

s af

fect

ed.

Usa

ge*

Consi

sten

tly u

ses

accu

rate

plu

ral fo

rms,

ver

b f

orm

s,w

ord

choic

e, incl

udin

ghom

onym

s, is

evid

ent;

poss

essi

ves

, co

ntr

acti

ons,

an

d p

ronoun r

efer

ence

s;

the

read

er is

guid

ed s

mooth

lyth

rough the

text.

Use

s plu

ral

form

s,

ver

b f

orm

s, w

ord

choic

e,

incl

udin

g h

om

onym

s w

ith

evid

ent

contr

ol;

poss

essi

ves

,co

ntr

acti

ons,

and p

ronoun

refe

rence

s co

ntr

ibute

to

coher

ence

.

Use

of

plu

ral

form

s, v

erb

form

s, w

ord

choic

e, i

ncl

ud-

ing h

om

onym

s dem

onst

rate

sac

cepta

ble

contr

ol,

alt

hough

erro

rs o

ccur

occ

asio

nal

ly;

poss

essi

ves

, co

ntr

acti

ons

and

pro

noun r

efer

ence

s co

ntr

ibute

to m

eanin

g.

Dem

onst

rate

s se

rious

pro

ble

ms

wit

h plu

ral

form

s,ver

b f

orm

s, w

ord

choic

e,

ncl

udin

g h

om

onym

s as

wel

las

poss

essi

ves

, co

ntr

acti

ons

and p

ronoun r

efer

ence

s.

Dem

onst

rate

s se

rious

and

exte

nsi

ve

pro

ble

ms

wit

h u

seof

plu

ral

form

s, v

erb f

orm

s,w

ord

choic

e, i

ncl

udin

ghom

onym

s, a

s w

ell

as

poss

essi

ves

, co

ntr

acti

ons

and p

ronoun r

efer

ence

s;m

eanin

g i

s lo

st.

Cri

teri

a

Ran

ge

of

Com

pet

ency

Lev

el 5

Ad

van

ced

Lev

el 4

Th

oro

ugh

Lev

el 3

Acc

epta

ble

Lev

el 2

Part

ial

Lev

el 1

Min

imal

RU

BR

IC F

OR

LA

NG

UA

GE

CO

NV

ENT

ION

S

*U

sage

incl

udes

acc

ura

cy a

nd p

reci

sion o

f te

rms

and e

xpre

ssio

ns

com

monly

mis

use

d o

r co

nfu

sed, su

ch a

s pre

posi

tional

usa

ge

such

as

acco

unta

ble

to/a

ccou

ntab

le fo

r, fre

e o

f/ fre

efr

om;

word

s su

ch a

sam

ount

/num

ber,

appr

ove/

appr

ove

of, b

esid

e/be

sides

;hom

onym

s su

ch a

s st

ati

on

ary

/sta

tion

ery,

com

pli

men

t/co

mp

lem

ent;

adje

ctiv

es s

uch

as

legib

le/r

ead

-

ab

le;

contr

acti

ons

and p

oss

essi

ves

such

as

its/

it’s

, w

ho’s

/wh

ose

etc

., a

mong o

ther

s.


RUBRICS Learning and Evaluation Situation · Analyses the effect of the codes and conventions of...

Documents

Transcript of RUBRICS Learning and Evaluation Situation · Analyses the effect of the codes and conventions of...