wORLD LANGUAGES - Writing Rubric –SPANISH

Salpointe Catholic High school

9       DEMONSTRATES EXCELLENCE IN WRITTEN EXPRESSION

Task completion: Superior task completion; content appropriate, ideas very well developed and organized.  Sources are cited and synthesis is not only evident but ideas are convincing and/or imaginative.

Comprehensibility: Readily comprehensible; requires no interpretation on the part of the reader.

Language control:  Control of various grammatical structures and idioms; occasional errors may occur but there is no pattern.

Vocabulary:  Rich, precise and idiomatic vocabulary. Ease of expression.  

Mechanics: Excellent command of conventions of the written language.

8       DEMONSTRATES VERY GOOD COMMAND IN WRITTEN EXPRESSION

Task completion: Completes task well; content appropriate, ideas are relevant, developed and organized. Sources are cited and synthesis is evident with some elaboration and creativity.

 Comprehensibility: Readily comprehensible; does not require interpretation on the part of the reader.

Language control: Evidence of control of a variety of structures and idioms, although a few grammatical errors may occur in advanced structures.

Vocabulary:  Considerable breadth of vocabulary.

Mechanics: Minimal errors in orthography and other conventions of the written language.

7       DEMONSTRATES VERY GOOD COMMAND IN WRITTEN EXPRESSION

Task completion: Completes task; content appropriate, ideas are relevant, developed and organized. Sources are cited, and synthesis is evident.

Comprehensibility: Readily comprehensible; requires minimal to no interpretation on the part of the reader.

Language control: Evidence of control of a variety of structures and idioms, although a few grammatical errors may occur in advanced structures.

Vocabulary:  Breadth of vocabulary.

Mechanics: Few errors in orthography and other conventions of the written language.

6       DEMONSTRATES GOOD COMPETENCE IN WRITTEN EXPRESSION

Task completion: Completes task; content appropriate, ideas developed and organized. Continued reference to sources.

Comprehensibility: Comprehensible; may require minimal interpretation on the part of the reader.

Language control:  Good control of elementary grammatical structures; errors may occur in advanced structures.

Vocabulary:  Varied, adequate and accurate use of vocabulary. Second language interference may exist but is minimal.

Mechanics: Few errors in orthography and other conventions of the written language.

5       DEMONSTRATES BASIC COMPETENCE IN WRITTEN EXPRESSION

Task completion: Completes task; content appropriate, ideas adequately developed and organized. References to sources.

Comprehensibility: Comprehensible; may require some interpretation.

Language control:  Basic control of elementary grammatical structures; errors may occur in advanced structures.

Vocabulary:  Adequate and accurate use of vocabulary for the level.  Occasional second language interference may occur.

Mechanics: Mostly accurate orthography and other conventions of the written language.

4       SUGGESTS BASIC COMPETENCE IN WRITTEN EXPRESSION

Task completion: Completes task; content appropriate, ideas may need development and organization. Some references to sources.

Comprehensibility: Comprehensible; may require interpretation.

Language control:  Relatively frequent errors occur even in elementary grammatical structures; there may be an occasional redeeming feature, such as correct advanced structure. Minimal second language interference.

Vocabulary:  Limited but appropriate use of vocabulary for the level. Second language interference may occur. 

Mechanics: Errors in orthography and other conventions of the written language occur.

3       SUGGESTS A LACK OF COMPETENCE IN WRITTEN EXPRESSION

Task completion: Completes most of task either in length or breadth; content mostly appropriate, ideas need development. Few references to sources.

Comprehensibility: Mostly comprehensible; requires interpretation.

Language control:  Frequent grammatical errors occur in elementary structures. Frequent second language interference may occur. 

Vocabulary: Limited vocabulary and/or inaccurate use of vocabulary.

Mechanics: Frequent errors in orthography and other conventions of the written language.

2       DEMONSTRATES LACK OF COMPETENCE IN WRITTEN EXPRESSION

Task completion: Has trouble completing the task or does not complete the task. Little evidence of source comprehension.

Comprehensibility: Text barely comprehensible.

Language control: Frequent grammatical errors occur in elementary structures impeding communication. Frequent second language interference.

Vocabulary: Inadequate vocabulary and/or inaccurate use of vocabulary.

Mechanics: Constant errors in orthography and other conventions of the written language.

1       DEMONSTRATES LACK OF COMPETENCE IN WRITTEN EXPRESSION

Task completion:  Does not complete the task. No evidence of source comprehension.

Comprehensibility: Text incomprehensible.

Language control: Pervasive grammatical errors occur in elementary structures impede communication. Constant second language interference.

Vocabulary: Inadequate vocabulary and/or inaccurate use of vocabulary.

Mechanics: Pervasive errors in orthography and other conventions of the written language.