Writing

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Rubric (NEWLY REVISED)....

Rubric (ORIGINAL) *Special Thanks Heather WINTER 2016

After viewing the Rubrics above, consider how to convert the 6 + 1 Scores to Grades in the Grade Book. To convert these scores to a score in the gradebook, there are a couple ways to go about it. Consider this discussion as a precursor to the Assessment portion of the instruction.

One easy way is that a 5=A (or 95%) 4=B (or 85%), 3 = C (or 75%), 2 = D (or 65%) and 1 equals a failing grade (teacher decision on percentage). Items that aren't in whole numbers would be up or down the percentage accordingly. For example a 4.5 average would equate to a 90%.

An easier way (albeit one with different percentages) would be to take the overall average and multiple by 20%.

Other methods include: Selecting only certain traits and weighing these traits for a particular paper. One example would be to grade for organization and word choice. An even weighing would mean that 50% of the grade would come from organization, and 50% from word choice. The other traits may have written corrective feedback (WCF), but will not be reflected in the gradebook. Another example would be uneven weighing of the grades. For example if the chosen traits are Voice, Sentence Fluency and Conventions, maybe the teacher would skew the grading to have a 50/40/10 division, where voice would be heaviest in percentage at 50, sentence fluency slightly less at 40%, and conventions would weigh in at 10%.

Finally, another set of grading could be individualized, where each student is contracted to work on the weakest aspects of six plus one traits. Maybe Jimmy is improving his Ideas and Voice, and Suzie is focusing on her Word Choice and Conventions.

NOTE: I don't know where I came up with this, but for some easy figuring, I always have assessments totaling the following: 5, 10, 20, 25, 33, 50, 100.

I do this so that if a student gets 3/5 on a quiz, I know that 5 x 20 equals 100%, and therefore 3 x 20 equals 60/100. Other samples include: 9/10 (multiple by 10) = 90% 17/20 (multiply by 5) = 85% 21.5/25 (multiply by 4) = 84% 14/33 (multiple by 3) = 42% (note you may add one point for the name, etc to equal 100%, instead of 99%, making it 43% total) 36/50 (multiple by 2) = 72%

This is a quick and easy way to not need a calculator and assess at a glance a student's score.


 * WRITING SAMPLES**
 * 1. Grade the writings below "from the gut", giving it an overall score.**
 * 2. Now grade the writings on all of the traits combined. Does the score differ?**
 * 3. Now grade the writings on each trait individually. How does this change the score.**


 * NOTE: Ask yourself the following:**
 * Do you tend to grade towards your own writing strengths?**
 * Do you tend to be more forgiving towards your own writings weaknesses?**
 * If you answered yes to either question above, what does this say about your teaching / assessing of writing and its relationship with the needs of the student(s)?**

= **__ SAMPLE ONE __** = = __ **Continuity Essay- Pastoral Nomadism versus Settled Lifestyles** __ =

The Neolithic Revolution changed the entire society of early nomads, and not for the better.At first glance, agriculture seems like a first-class concept.The ability to control what grows from the earth and what comprises your diet gives one a sense of complete control.Agriculture also allows people to produce more food for less work.Agriculture created the ability to expand population.With the ability to produce mass amounts of food, people can support larger families and cities can support larger populations.If all of these facts are true, agriculture would be the best method for society. The problem with this theory is that not all of it is true.Pastoral nomadism proved actually more productive than agriculture in several aspects.According to Jared Diamond, modern hunter-gatherers actually work less than farmers.For example, one group of Bushmen devotes only 12 to 19 hours a week obtaining food.The Hadza nomads of Tanzania spend 14 hours or less a week obtaining food.

1. GUT Grade 2. Combined Traits Grade 3a. Ideas Grade 3b. Organization Grade 3c. Voice Grade 3d. Word Choice Grade 3e. Sentence Fluency Grade 3f. Conventions Grade 3g. Presentation Grade (optional)

= __**SAMPLE TWO:**__ = = __**The change and continuity of the Silk Road Over Time**__ =

The Silk Road originally connected the Roman Empire in the east and the Chinese Han Dynasty in the west. Not only were goods carried, but also religion: Buddhism was brought to China from India along the Silk Road. Over time it reached its height during the Tang dynasty and it became one of the principle trade routes connecting Europe and Asia. It was then used briefly by the Mongols for communication and trade in the 13th century before permanently disconnecting because of walls set up by religion in the Middle East and isolation in the Far East (Wild). Though the Silk Road has grown and declined in its importance as a principle trade route over time, the influence that it had on the interaction between Europe and Asia remains and continues to grow today because The Silk Road only functioned as a step in the long-term process of globalization, bridging the gap between the east and west. Regardless of the Silk Road, there were many other trade routes and civilizations already taking part in and continuing globalization, such as the Vikings, the Roman Empire, and the Muslim Empire. The Vikings had extensive trade routes and explored numerous places in northern Europe and as far west as Greenland and North America (“Viking Exploration”). The Romans traded with Egypt and India, and the Muslims united many North African and Middle Eastern cultures under their empire. But change also occurred as the Silk Road developed. At first it was a just path to travel for the Han Chinese to sell goods in foreign markets, but it grew more utilized as the Romans became more and more interested in silk (“The Silk Road’s”). During the time frame in which the Silk Road was most widely used many changes took place. It grew and reached its peak during the Tang dynasty in china, then declined after its use by the Mongolian empire for trade and communication (Wild). Silk was not traded along the Silk Road until it was in high demand by the Romans. But silk was not the only commodity traded. As said in the article "The Silk Road's History, Development, Operation and Significance//"//, “it would be as inaccurate to suppose the Silk Road as a single trade route as it would to imagine that its only traded commodity was silk.” The goods traded varied, from gems, perfumes, ivory, dyes, gold, glass, and textiles from the west to furs, spices, iron, jade, silk, ceramics, and bronze, and lacquer objects from the east (“The Silk Road’s”). These changed with the demands of the regions involved with the trading. However, the Silk Road passed on more than just palpable items. It brought Buddhism to China (Wild), improved the world’s development by sharing ideas and inventions between the east and west (“The Silk Road’s”), and served as a bridge between many regions and cultures. Even after the decline of the Silk Road globalization between Europe and Asia continued by other means. Instead of using the Silk Road, Europeans discovered that they could reach China faster by traveling by sea. This also lowered the price of the commodities traded, because the middle men involved in transporting the goods often charged extra to make as much money as they could from them (Wild). The Europeans also soon discovered the New World and set up colonies there and virtually every other continent as time went on, in places such as Africa, India, China, and Australia. Though it played a very significant role in stimulating the civilizations of the ancient world to come together, The Silk Road itself was only a small taste of what was to come in terms of the globalization of the future.

Work cited Wild, Oliver. "The Silk Road." //ess.uci.edu//. 1992. Department of Earth System Science. 13 Jun 2009 . "The Silk Road's History, Development, Operation and Significance." //imperialtours.net//. 2008. Imperial Tours. 13 Jun 2009 . Cranfield, Ingred. "Viking Exploration." //Microsoft® Encarta® Online Encyclopedia//. 1997-2009. Microsoft Corporation. Web.13 Jun 2009. [|http://uk.encarta.msn.com/encyclopedia_781533881/Viking_Exploration.html#s1].

1. GUT Grade

2. Combined Traits Grade

3a. Ideas Grade

3b. Organization Grade

3c. Voice Grade

3d. Word Choice Grade

3e. Sentence Fluency Grade

3f. Conventions Grade

3g. Presentation Grade (optional)

= SAMPLE THREE: = = To What Extent has Religion become a political tool for imperialistic rulers? = Religions such as Christianity have been exploited tremendously by imperialistic rulers like rulers from the Roman Empire in the 1st Century and Spain in the 17th Century as a political tool. Constantine legalized Christianity in 313 to become popular with the people of the Roman Empire. In doing so he not only became admired but united the empire because Christianity appealed to a wide range of people. The king of Spain used the Latin American Jesuits as a way to conquer the region as an Imperial dominion. In the 17th and 18th centuries the Jesuits used only the power of the Gospel to conquer Paraguay, Argentina, and Brazil.

1. GUT Grade

2. Combined Traits Grade

3a. Ideas Grade

3b. Organization Grade

3c. Voice Grade

3d. Word Choice Grade

3e. Sentence Fluency Grade

3f. Conventions Grade

3g. Presentation Grade (optional)