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SCO 1: justify understanding of an idea, issue, or text through effective communication
Category 1 2 3 4
Verbal/
Non-Verbal
Communication
Volume, pace, clarity and
expression are
inappropriate
Tone of voice fails to
engage audience
Uses body language and
gesture
ineffective
Volume, pace, clarity and
expression are appropriate
Tone of voice occasionally
engages the audience
Uses body language
and gesture with some
effectiveness
Volume, pace, clarity
and expression are
effective
Tone of voice consistently
engages the audience
Uses body language
and gesture effectively to
support presentation
Volume, pace, clarity, and
expression
enhance delivery/ message
Tone of voice captivates
the audience
Uses body language and
gesture skillfully to
enhance presentation
Active Listening:
Questioning
Asks limited questions Asks superficial questions
to extend understanding
Asks meaningful questions
to extend understanding
Asks insightful questions to
extend understanding
Active Listening:
Responding
Provides limited and/or
inappropriate response to
complex questions
Provides superficial
response to complex
questions
Provides thoughtful
response to complex
questions
Provides insightful
response to complex
questions
Support Provides limited details
to support point of view
Provides superficial details
to support point of view
Provides specific details
to support point of view
Provides specific,
thoughtful details to
support point of view
SCO 2: generate a defense while engaging in formal conversation
Category 1 2 3 4
Verbal /Non-
Verbal
Communication
Volume, pace, clarity, and
expression are
inappropriate
Tone of voice fails to
engage audience
Uses body language and
gesture
ineffectively
Volume, pace, clarity, and
expression are appropriate
Tone of voice occasionally
engages the audience
Uses body language
and gesture with some
effectiveness
Volume, pace, clarity,
and expression are
effective
Tone of voice consistently
engages the audience
Uses body language
and gesture effectively to
support presentation
Volume, pace, clarity, and
expression enhance
delivery/message
Tone of voice captivates
the audience
Uses body language and
gesture skillfully to
enhance presentation
Organization May have attempted to
organize arguments;
purpose is blurred
Appropriately organizes
arguments; purpose is
somewhat clear
Effectively organizes
arguments; purpose is
clear
Insightfully organizes
arguments to enhance
purpose
Arguments Uses unconvincing
language and details to
attempt to persuade the
audience
Uses obvious language and
details to attempt to
persuade the audience
Uses convincing language
and details to persuade the
audience
Uses compelling language
and details to persuade the
audience
Critique and
Response
Attempts to critique
opposing viewpoints using
limited or irrelevant
examples for support
Provides limited response
to challenging questions
Critiques opposing
viewpoints using
simplistic examples for
support
Provides superficial
response to challenging
questions
Effectively critiques
opposing viewpoints using
convincing examples for
support
Provides thoughtful
response to a wide range
of challenging questions
Insightfully critiques
opposing viewpoints using
compelling examples for
support
Provides insightful response
to a wide range of
challenging questions
SCO 3: critically evaluate their own and others’ oral text
Category 1 2 3 4
Evaluate Limited evaluation of text
to identify strengths and
areas for improvement
Simplistic evaluation to
identify strengths and
areas for improvement
Thoughtful evaluation to
identify strengths and
areas for improvement
Insightful evaluation to
identify strengths and
areas for improvement
Support Provides limited details to
justify evaluation
Provides superficial details
to justify evaluation
Provides specific details to
justify evaluation
Provides specific,
thoughtful details to
justify evaluation
SCO 4: evaluate purpose, structure, and characteristics of a wide variety of complex texts
Narrative (Fiction/Non-Fiction/Drama)
Category 1 2 3 4
Purpose/Theme
(Make
connections – text to
text, text to self, text
to world)
Makes ineffective or limited
comments about
the relevance of the
purpose/theme
Makes simplistic comments
about the relevance of the
purpose/theme
Makes effective
comments about the
relevance of the
purpose/theme
Makes insightful comments
about the
relevance of the
purpose/theme
Narrative
Structure (sentence
length and
complexity, word
choice, dialogue,
graphics)
Makes ineffective or limited
comments about the
author’s use of narrative
structure
Makes simplistic
comments about the
author’s use of narrative
structure
Makes effective
comments about the
author’s use of narrative
structure
Makes insightful
comments about the
author’s use of narrative
structure
Characteristics
(setting, conflict,
plot,
characterization,
point of view)
Makes ineffective or limited
comments about the
author’s use of
characteristics to affect
meaning and message
Makes simplistic comments
about the author’s use of
characteristics to affect
meaning and message
Makes effective comments
about the author’s use of
characteristics to affect
meaning and message
Makes insightful comments
about the author’s use of
characteristics to affect
meaning and message
Support Attempts to support ideas
with limited evidence
Supports ideas with basic
evidence
Effectively supports ideas
with relevant evidence
Insightfully supports ideas
with significant and diverse
evidence
SCO 4: evaluate purpose, structure, and characteristics of a wide variety of complex texts
Poetry/Lyrics
Category 1 2 3 4
Purpose/Theme
(Make
connections – text to
text, text to self, text
to world)
Makes ineffective or limited
comments about
the relevance of the
purpose/theme
Makes simplistic comments
about the relevance of the
purpose/theme
Makes effective
comments about the
relevance of the
purpose/theme
Makes insightful comments
about the
relevance of the
purpose/theme
Structure
(line length, line
breaks, rhyme,
rhythm, white space
and stanzas)
Makes ineffective or limited
comments about the poet’s
use of structure
Makes simplistic comments
about the poet’s use of
structure
Makes effective comments
about the poet’s use of
structure
Makes insightful comments
about the poet’s use of
structure
Characteristics (point
of view, tone, mood,
voice, context)
Makes ineffective or limited
comments
about the poet’s use of
characteristics to affect
meaning and message
Makes simplistic comments
about the poet’s use of
characteristics to affect
meaning and message
Makes effective comments
about the poet’s use of
characteristics to affect
meaning and message
Makes insightful comments
about the poet’s use of
characteristics to affect
meaning and message
Support Attempts to support ideas
with limited evidence
Supports ideas with basic
evidence
Effectively supports ideas
with relevant evidence
Insightfully supports ideas
with significant and diverse
evidence
SCO 4: evaluate purpose, structure, and characteristics of a wide variety of complex texts
Non Fiction (expository, persuasive, transactional)
Category 1 2 3 4
Purpose/Theme
(Make
connections – text to
text, text to self, text
to world)
Makes ineffective or limited
comments about
the relevance of the
purpose/theme
Makes simplistic comments
about the relevance of the
purpose/theme
Makes effective
comments about the
relevance of the
purpose/theme
Makes insightful
comments about the
relevance of the
purpose/theme
Structure (sentence
length and
complexity, word
choice, text features,
organizational
structure)*
Makes ineffective or limited
comments about the
author’s use of text structure
Makes simplistic comments
about the author’s use of
text
structure
Makes effective comments
about the author’s use of
text
structure
Makes insightful
comments about the
author’s use of text
structure
Characteristics
(Thesis, argument/
explanation,
supporting details,
point of view)
Makes ineffective or limited
comments about the
author’s use of characteristics
to affect meaning and
message
Makes simplistic comments
about the author’s use of
characteristics to affect
meaning and message
Makes effective
comments about the
author’s use of characteristics
to affect meaning and
message
Makes insightful
comments about the
author’s use of
characteristics to affect
meaning and message
Support Attempts to support ideas
with limited evidence
Supports ideas with basic
evidence
Effectively supports ideas
with relevant evidence
Insightfully supports ideas
with significant and
diverse evidence
SCO 4: evaluate purpose, structure, and characteristics of a wide variety of complex texts
Visual/Multimedia Text
Category 1 2 3 4
Purpose/Theme
(Make
connections – text to
text, text to self, text
to world)
Makes ineffective or limited
comments about
the relevance of the
purpose/theme
Makes simplistic comments
about the relevance of the
purpose/theme
Makes effective
comments about the
relevance of the
purpose/theme
Makes insightful comments
about the
relevance of the
purpose/theme
Structure
(arrangement and
design)*
Makes ineffective or limited
comments about how
structure affects the overall
viewing experience
Makes simplistic comments
about
how structure affects the
overall viewing experience
Makes effective
comments about
how structure affects the
overall viewing experience
Makes insightful comments
about
how structure affects the
overall viewing experience
Characteristics (Tone,
mood, point of view,
context)
Makes ineffective or limited
comments about the
author’s use of
characteristics to affect
meaning and message
Makes simplistic comments
about the author’s use of
characteristics to affect
meaning and message
Makes effective
comments about the
author’s use of
characteristics to affect
meaning and message
Makes insightful comments
about the author’s use of
characteristics to affect
meaning and message
Support Attempts to support ideas
with limited evidence
Supports ideas with basic
evidence
Effectively supports ideas
with relevant evidence
Insightfully supports ideas
with significant and diverse
evidence
SCO 4: evaluate purpose, structure, and characteristics of a wide variety of complex texts
Multi - Genre Study
Category 1 2 3 4
Issue/Theme/
Question
Makes ineffective or
limited comments about
the relevance of the
issue/theme/ question
Makes simplistic comments
about the relevance of the
issue/ theme/question
Makes effective comments
about the relevance of the
issue/ theme/question
Makes insightful comments
about the relevance of the
issue/ theme/question
Structure/
Characteristics
Makes ineffective
comments about the way
the genre impacts the
issue/theme/ question
Makes simplistic comments
about the way the genre
impacts the issue/theme/
question
Makes effective comments
about the way the genre
impacts the issue/theme/
question
Makes insightful comments
about the way the genre
impacts the issue/theme/
question
Personal
Connections
Makes limited personal
connections to each text
May or may not explain
why each piece was
selected
Makes simplistic personal
connections to each text
Explains why each piece
was selected
Makes thoughtful personal
connections to each text
Convincingly explains why
each piece was selected
Makes profound personal
connections to each text
Insightfully explains why
each piece was selected
Textual
Connections
Makes limited connections
among texts
Makes simplistic
connections among
texts
Makes thoughtful
connections among texts
Makes profound
connections among texts
Support Attempts to support ideas
with limited evidence
Supports ideas with basic
evidence
Effectively supports ideas
with relevant evidence
Insightfully supports ideas
with significant and diverse
evidence
SCO 5: evaluate the effectiveness of literary devices within literature, media, and various forms of representing
Category 1 2 3 4
Identification of
Literary Devices
Does not identify literary
devices accurately
Occasionally identifies
literary devices accurately
Frequently identifies literary
devices accurately
Consistently identifies
literary devices accurately
Effectiveness of
Literary Devices
Makes ineffective or limited
judgments about the
effectiveness of literary
devices within a particular
text
Makes simplistic judgments
about
the effectiveness of literary
devices within a particular
text
Makes thoughtful judgments
about
the effectiveness of literary
devices within a particular
text
Makes insightful judgments
about
the effectiveness of literary
devices within a particular
text
Support Attempts to support
judgments with limited
evidence
Supports judgments with
basic evidence
Effectively supports
judgments with relevant
evidence
Insightfully supports
judgments with significant
and diverse
evidence
SCO 6: evaluate how ideologies are portrayed in a variety of texts
Category 1 2 3 4
Ideologies Makes ineffective or
limited comments about
the way ideologies are
represented in a text
Makes simplistic comments
about the way ideologies
are represented in a text
Makes effective
comments about
the way identity and
culture are represented in
a text
Makes insightful comments
about the way ideologies
are represented in a text
Author’s
Credibility (in
portrayal of
ideologies)
Makes ineffective or
limited comments about
author’s credibility
Makes simplistic comments
about author’s credibility
Makes effective
comments about author’s
credibility
Makes insightful comments
about author’s credibility
Support Attempts to support ideas
with limited evidence
Supports ideas with basic
evidence
Effectively supports ideas
with relevant evidence
Insightfully supports ideas
with significant and
diverse evidence
SCO 7: integrate properly cited information from a wide variety of sophisticated and reliable sources
Category 1 2 3 4
Selection of Reliable
Sources (e.g.,
research database,
primary sources,
internet
search, academic
articles)
Ineffectively selects sources Evaluates and selects some
reliable sources
Effectively evaluates and
selects a wide variety of
reliable sources
Insightfully evaluates and
selects a wide
variety of reliable sources
Synthesis Ineffectively integrates
information from texts
Integrates information
from texts with some
effectiveness
Effectively integrates
information from texts
Insightfully integrates
information from texts
Support Direct and
Indirect Quotations
Ineffectively supports
purpose
Superficially supports
purpose with some
quotation, summary,
and/or paraphrase
Effectively supports
purpose with quotation,
summary, and paraphrase
Insightfully supports
purpose with a variety of
quotation, summary, and
paraphrase
Citation Little to no information
correctly cited
Some information correctly
cited through in-text
citations and works cited
list
Most information correctly
cited through in-text
citations and works cited
list
All information correctly
cited through in-text
citations and works cited
list
SCO 8: construct a range of complex texts for a variety of audiences and purposes
Poetry/Lyrics
Category 1 2 3 4
Ideas Ideas are undeveloped
The purpose is unclear
Ideas are simplistically
communicated
The purpose can be
understood
Ideas are effectively
communicated
The purpose is clear
Ideas are insightfully
communicated
The purpose is clear and
insightful
Organization Limited evidence of
intentional choices made
regarding line length, line
breaks, white spaces,
stanzas, etc.
Some evidence of
intentional choices made
regarding line length, line
breaks, white spaces,
stanzas, etc.
Evidence of effective
choices made regarding
line length, line breaks,
white spaces, stanzas, etc.
Evidence of insightful
choices made regarding
line length, line breaks,
white spaces, stanzas, etc.
Voice Feelings of the author may
not be evident
Limited evidence of voice;
does not evoke emotion
Feelings of the author are
evident throughout some
of the piece
Inconsistent voice; may or
may not evoke emotion
Feelings of the author are
evident throughout most
of the piece
Usually compelling voice;
evokes emotion
Feelings of the author are
evident throughout the
entire piece
Consistently compelling
voice; evokes strong
emotion
Word Choice Poetic devices and/or
sensory details are not
evident
And/or
Word choice may be
imprecise, confusing, or
inappropriate
Poetic devices and/or
sensory details if used, may
not support the
overall intention of the
poem
And/or
Word choice may be
awkward, or ordinary
Poetic devices and/or
sensory details if used, are
used consistently and
support the overall
intention of the poem
And/or
Word choice is clear and
effective
Poetic devices and
sensory details if used,
are used consistently and
effectively and enhance
the overall intention of
the poem
And/or
Word choice is vivid and
precise
Fluency Lack of flow and rhythm
Arrangement of words is
not purposeful and
may be ineffective or
confusing
Inconsistent flow and
rhythm
Arrangement of words is
sometimes purposeful,
but may or may not be
effective
Effective flow and rhythm
Arrangement of words
is mostly purposeful and
effective
Exceptional flow and
rhythm
Arrangement of words is
purposeful and
compelling
Conventions Makes few intentional
choices with limited
effectiveness
Numerous errors interfere
with meaning
Makes some intentional
choices; may or may not
be effective
Unintentional errors
may interfere with
meaning
Makes intentional and
effective choices
Minor errors may exist,
but don’t interfere with
meaning
Makes intentional and
insightful choices
Exceptionally few errors
based on complexity of
text
SCO 8: construct a range of complex texts for a variety of audiences and purposes
Persuasive
Category 1 2 3 4
Ideas Stance is undeveloped
Ideas are unsupported by
details or the details are
inappropriate
Stance is supported by
simplistic ideas
Ideas are supported by
simple details
Stance is supported by
effective ideas
Ideas are effectively
supported by mostly
specific details
Stance is supported by rich
and detailed ideas
Ideas are consistently
supported by specific and
appropriate details
Organization Paragraphs are
underdeveloped or absent
Transitions are lacking
Introduction and/or
conclusion are missing
and/or inappropriate
Paragraphs are present
but may be awkward or
weak
Transitions are weak
Functional introduction
and/or conclusion
Developed paragraphs
Effective transitions connect
ideas and supporting
details
Effective introduction and
conclusion
Well-developed paragraphs
Fluid transitions connect
ideas and supporting details
to enhance organization
Engaging introduction
and insightful conclusion
Voice Voice is mechanical; reader
is not engaged
Somewhat convincing
voice; engagement is not
consistent
Engaging and convincing
voice
Consistently engaging,
lively, and compelling
voice; inspires action
Word Choice Diction is imprecise and/ or
inadequate; writing
contains confusing,
immature, and/or
inappropriate word choices
Ineffective or limited use of
literary/rhetorical devices
to persuade
Diction is simplistic but
conventional; writing may
contain awkward,
mundane, or repetitive
word choices
Simplistic use of
literary/rhetorical devices
to persuade
Diction is usually clear and
effective; writing
is made competent by
functional word choices
Effective use of literary/
rhetorical devices to
persuade
Diction is consistently clear,
vivid, and precise; writing
is energized by powerful
word choices
Insightful use of literary/
rhetorical devices to
persuade
Sentence Fluency Lack of flow and rhythm
Simple sentence
structures; little to no
attempt at complex
structures
Inconsistent flow and
rhythm
Basic control of simple
sentence structures;
attempts at more complex
structures may be awkward
Effective flow and rhythm
Effective control of
sentence structures; some
variation in sentence length
and structure
Exceptional flow and
rhythm
Skillful control of complex
sentence structures;
extensive variety of
sentence length and
structure
Conventions Limited control of
conventions
Numerous errors interfere
with meaning
Adequate control of
conventions
Errors may interfere with
meaning
Effective control of
conventions
Minor errors may exist,
but don’t interfere with
meaning
Consistent and confident
control of conventions
Exceptionally few errors
based on complexity of
text
SCO 8: construct a range of complex texts for a variety of audiences and purposes
Expository, Transactional
Category 1 2 3 4
Ideas Writing is undeveloped
Ideas are unsupported by
details or the details are
inappropriate The purpose
is not achieved
Writing is supported by
simplistic ideas
Ideas are supported by
simple details; however,
the purpose can be
understood
Writing is supported by
effective ideas
Ideas are effectively
supported by mostly
specific details
The purpose is clear
Writing is supported by rich
and detailed ideas
Ideas are consistently
supported by specific and
appropriate details The
purpose is clear and
insightful
Organization Paragraphs are
underdeveloped or absent
Transitions are lacking
Introduction and/or
conclusion are missing
and/or inappropriate
Paragraphs are present
but may be awkward or
weak
Transitions are weak
Functional introduction
and/or conclusion
Developed paragraphs
Effective transitions connect
ideas and supporting details
Effective introduction and
conclusion
Well-developed paragraphs
Fluid transitions connect
ideas and supporting details
to enhance organization
Engaging introduction and
insightful conclusion
Voice Voice is mechanical; reader
interest is not
achieved
Voice is established, but
may not consistently
maintain reader interest
Engaging voice; maintains
reader interest
Consistently engaging,
lively, and compelling
voice; inspires further
reading
Word Choice Diction is imprecise and/or
inadequate; writing
contains confusing,
immature, and/or
inappropriate word choices
Diction is simplistic but
conventional; writing may
contain awkward,
mundane, or repetitive
word choices
Diction is usually clear and
effective; writing
is made competent by
functional word choices
Diction is consistently clear,
vivid, and precise; writing
is energized by powerful
word choices
Sentence Fluency Lack of flow and rhythm
Simple sentence
structures; little to no
attempt at complex
structures
Inconsistent flow and
rhythm
Basic control of simple
sentence structures;
attempts at more complex
structures may be awkward
Effective flow and rhythm
Effective control of
sentence structures; some
variation in sentence length
and structure
Exceptional flow and
rhythm
Skillful control of complex
sentence structures;
extensive variety of
sentence length and
structure
Conventions Limited control of
conventions
Numerous errors interfere
with meaning
Adequate control of
conventions
Errors may interfere with
meaning
Effective control of
conventions
Minor errors may exist,
but don’t interfere with
meaning
Consistent and confident
control of conventions
Exceptionally few errors
based on complexity of
text
SCO 8: construct a range of complex texts for a variety of audiences and purposes
Narrative
Category 1 2 3 4
Ideas Writing is undeveloped
Writing lacks clarity and
focus
Writing is supported by
simplistic details
Writing is somewhat clear,
but may lose focus
Writing is supported by
effective details
Writing is mostly clear,
focused, and interesting
Writing is supported by
rich details
Writing is exceptionally
clear, focused and
engaging
Organization No clear organizational
structure
Ineffective lead; lack of
sequencing, and/or no
clear resolution
Organizational structure
partially supports the
central idea or theme
Straightforward lead;
simplistic sequencing and
resolution
Organizational structure
supports the central idea
or theme
Interesting lead;
effective and logical
sequencing, purposeful
resolution
Organizational structure
enhances the central idea
or theme
Engaging lead; skillful
sequencing, and impactful,
purposeful resolution
Voice Voice is mechanical; reader
interest is not
achieved
Voice is established, but
may not consistently
maintain reader interest
Engaging voice; maintains
reader interest
Consistently engaging,
lively, and compelling
voice; inspires further
reading
Word Choice Diction is imprecise and/or
inadequate; writing
contains confusing,
immature, and/or
inappropriate word
choices
Diction is simplistic but
conventional; writing may
contain awkward,
mundane, or repetitive
word choices
Diction is usually clear and
effective; writing
is made competent by
functional word choices
Diction is consistently clear,
vivid, and precise; writing
is energized by powerful
word choices
Sentence Fluency Lack of flow and rhythm
Simple sentence
structures; little to no
attempt at complex
structures
Inconsistent flow and
rhythm
Basic control of simple
sentence structures;
attempts at more complex
structures may be
awkward
Effective flow and rhythm
Effective control of
sentence structures; some
variation in sentence
length and structure
Exceptional flow and
rhythm
Skillful control of complex
sentence structures;
extensive variety of
sentence length and
structure
Conventions Limited control of
conventions
Numerous errors interfere
with meaning
Adequate control of
conventions
Errors may interfere with
meaning
Effective control of
conventions
Minor errors may exist,
but don’t interfere with
meaning
Consistent and confident
control of conventions
Exceptionally few errors
based on complexity of
text
SCO 8: construct a range of complex texts for a variety of audiences and purposes
Creative Multi -Genre Collection
Category 1 2 3 4
Reflections Makes limited personal
connections to each genre
May or may not explain
why each genre was
selected and how they are
connected
Makes simplistic personal
connections to each genre
Explains why each genre
was selected and how they
are connected
Makes thoughtful personal
connections to each genre
Convincingly explains why
each genre was selected and
how they are connected
Makes insightful personal
connections to each genre
Insightfully explains why
each genre was selected and
how they are connected
Ideas Ideas are undeveloped
Writing lacks clarity and
focus
Ideas are supported by
simplistic details
Writing is somewhat clear,
but may lose focus
Ideas are supported by
effective details
Writing is mostly clear,
focused, and interesting
Ideas are supported by rich
details
Writing is exceptionally
clear, focused and engaging
Organizational
Structure
No clear organizational
structure
And/or
Ineffective use of design,
techniques, and/or materials
Organizational structure
partially supports the
central idea or theme
And/or
Simplistic use of design,
techniques and/or materials
Organizational structure
supports the central idea or
theme
And/or
Thoughtful use of design,
techniques and/ or materials
Organizational structure
enhances the central idea or
theme
And/or
Insightful use of design,
techniques and/or materials
Voice Voice is mechanical;
reader interest is not
achieved
Voice is established, but
may not consistently
maintain reader interest
Engaging voice; maintains
reader interest
Consistently engaging,
lively, and compelling
voice; inspires further
reading
Word Choice Diction is imprecise and/ or
inadequate; writing
contains confusing,
immature, and/or
Inappropriate word choices
Diction is simplistic but
conventional; writing may
contain awkward,
mundane, or repetitive
word choices
Diction is usually clear and
effective; writing
is made competent by
functional word choices
Diction is consistently clear,
vivid, and precise; writing is
energized by powerful
word choices
Sentence Fluency Lack of flow and rhythm
Simple sentence
structures; little to no
attempt at complex
structures
Inconsistent flow and
rhythm
Basic control of simple
sentence structures;
attempts at more complex
structures may be awkward
Effective flow and rhythm
Effective control of sentence
structures; some variation in
sentence length and
structure
Exceptional flow and
rhythm
Skillful control of complex
sentence structures;
extensive variety of
sentence length and
structure
Conventions Limited control of
conventions
Numerous errors interfere
with meaning
Adequate control of
conventions
Errors may interfere with
meaning
Effective control of
conventions
Minor errors may exist,
but don’t interfere with
meaning
Consistent and confident
control of conventions
Exceptionally few errors
based on complexity of text
SCO 8: construct a range of complex texts for a variety of audiences and purposes
Visual Representation
Category 1 2 3 4
Ideas Ideas are undeveloped
The purpose is unclear
Ideas are simplistically
represented
The purpose can be
understood
Ideas are effectively
represented
The purpose is clear
Ideas are insightfully
represented
The purpose is clear and
insightful
Structure Ineffective use of design,
techniques, and/or materials
Simplistic use of design,
techniques and/or materials
Thoughtful use of design,
techniques and/ or materials
Insightful use of design,
techniques and/or materials
Fluency Visual text is not cohesive;
elements do not contribute
to creation of a unified
piece
Visual text is somewhat
cohesive; all elements may
not contribute to creation
of a unified piece
Visual text is mostly
cohesive; all elements
contribute to creation of a
unified piece
Visual text is cohesive; all
elements skillfully
contribute to creation of a
unified piece
SCO 9: provide specific critical feedback on self, peer, and/or modelled text using success criteria
Category 1 2 3 4
Critical Feedback Provides minimal or
nonspecific feedback
Provides superficial
feedback with some focus
on specific assessment
criteria
Provides effective
feedback focused on
specific assessment criteria
Provides insightful
feedback focused on
specific assessment criteria
SCO 10: enhance personal text based on self, peer, and/or teacher critical feedback
Category 1 2 3 4
Enhance Text Limited or irrelevant
revisions based on self,
peer, and/or teacher
critical feedback
Simplistic revisions based
on self, peer, and/or
teacher critical feedback
Thoughtful revisions
based on self, peer,
and/or teacher critical
feedback
Insightful revisions based
on self, peer, and/or
teacher critical feedback
Justify Choices Provides limited
justification of feedback
that was used and/or
discarded.
Provides simplistic
justification of feedback
that was used and/or
discarded.
Provides thoughtful
justification of feedback
that was used and/or
discarded.
Provides and insightful
justification of feedback
that was used and/or
discarded.