Rubric for Project Essay

Criterion	5 – Advanced (above grade level)	4 – Proficient (at grade level)	3 - Basic	2 - Below Basic	1 - Far Below Basic
Focus CCSS -W: ·       2a ·       4	·   Insightfully addresses all aspects of the prompt ·   Introduces topic(s) in a sophisticated thesis statement	·   Competently addresses all aspects of the prompt ·   Introduces topic(s) in a clear thesis statement	·   Superficially addresses all aspects of the prompt ·   Introduces topic(s) in a thesis statement	·   Partially addresses all aspects of the prompt ·   Introduces superficial or flawed  topic(s) in a weak thesis statement	·   Minimally addresses all aspects of the prompt ·   Fails to introduce a relevant topic(s) and/or lacks a  thesis statement
Organi- zation/ Structure CCSS – W: ·       2a ·       2c ·       2f ·       4	·   Skillfully orients reader to topic(s) in introduction and previews what is to follow ·   Thoroughly develops topic(s) with relevant body paragraphs ·   Provides a meaningful and reflective conclusion that follows from and supports information or explanation presented ·   Creates cohesion and clarifies relationships through skillful use of transition/linking words, phrases, and clauses within or between paragraphs ·   Purposefully and logically uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension	·   Orients reader to topic(s) in introduction and previews what is to follow ·   Develops topic(s) with relevant body paragraphs ·   Provides a conclusion that follows from and supports information or explanation presented ·   Creates cohesion and clarifies relationships through transition/linking words, phrases, and clauses within or between paragraphs ·   Uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension	·   Partially orients reader to topic(s) in introduction and previews what is to follow ·   Superficially develops topic(s) with relevant body paragraphs ·   Provides a conclusion which repetitively or partially follows from and supports information or explanation presented ·   Creates some cohesion and clarifies relationships through transition/linking words, phrases, and clauses within or between paragraphs ·   Uses some techniques (e.g., headings, charts) to adequately organize ideas, concepts and information to aid comprehension	·   Inadequately orients reader to topic(s) in introduction and/or fails to preview what is to follow ·   Inadequately develops topic(s) with minimal body paragraphs ·   Provides a sense of closure, but may weakly articulate significance of the topic ·   Uses limited or inappropriate transition/linking words, phrases, and clauses ·   Uses few techniques (e.g., headings, charts) to inadequately organize ideas, concepts, and information to aid comprehension	·   Fails to orient reader to topic(s) in introduction or introduction is missing ·   Fails to develop topic(s) with body paragraphs ·   Provides an inadequate conclusion or omits conclusion ·   Uses few to no transition/linking words, phrases, or  clauses ·   Includes little or no discernible organization of ideas
Develop-ment CCSS -W: ·       2 ·       2b ·       9	·  Skillfully develops the topic using well-chosen facts, definitions, concrete details, quotes, and other information and examples that are pertinent and substantial ·   Effectively  integrates and cites credible sources* ·   Shows insightful understanding of topic or text	·  Develops the topic using well-chosen facts, definitions, concrete details, quotes, and other information and examples that are relevant and sufficient ·   Competently integrates and cites credible sources ·   Shows competent understanding of topic or text	·  Develops the topic using facts, definitions, concrete details, quotes, and other information and examples that are limited or superficial ·   Ineffectively integrates and cites sources ·   Shows superficial understanding of topic or text	·   Provides minimal and/or irrelevant evidence to develop the topic ·   Incorrectly integrates/cites sources ·   Shows limited or flawed understanding of topic or text	·  Provides inaccurate, little, or no  evidence to support topic ·   Does not use or cite sources ·   Shows no and/or inaccurate understanding of topic or text
Language CCSS – L:** ·       1 ·       2 ·       3 ·       4 CCSS -W: ·       4	·   Uses purposeful and varied sentence structure ·   Contains minimal to no errors in conventions(grammar, punctuation, spelling, capitalization) ·   Strategically uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	·   Uses correct and varied sentence structure ·   Contains few,  minor errors in conventions ·   Competently uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	·   Uses mostly correct and some varied sentence structure ·   Contains some errors in conventions which may cause confusion ·   Usually uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	·   Uses limited and/or repetitive sentence structure ·   Contains numerous errors in conventions which cause confusion ·   Inadequately uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	·   Lacks sentence mastery (e.g., fragments/run-ons) ·   Contains serious and pervasive errors in conventions ·   Fails to use academic and domain-specific vocabulary clearly appropriate for the audience and purpose