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This document appears to be a rubric for evaluating a civil rights project. It contains categories for evaluating the content, ideas, purpose, details, audience, and spelling of a student assignment. Points are awarded on a scale of 1 to 4 for each category, with 4 being the highest score. The total possible score is 24 points. Space is provided at the bottom for teacher comments.

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180 views1 page

File 2

This document appears to be a rubric for evaluating a civil rights project. It contains categories for evaluating the content, ideas, purpose, details, audience, and spelling of a student assignment. Points are awarded on a scale of 1 to 4 for each category, with 4 being the highest score. The total possible score is 24 points. Space is provided at the bottom for teacher comments.

Uploaded by

api-339873274
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

Title: Civil Rights Project

Teacher Name:
Student Name:

Date:

1-1

2-2

3-3

4-4

Content

The content is absent or not


related to the topic.

The content is ordinary and


somewhat related to the
topic.

The content is clear and


directly related to the topic.

The content is substantial,


intriguing, and original. It
relates directly to the topic.

Ideas

Ideas are confusing and do


not support the main topic in
any way.

Ideas sometimes do not


support the main topic.

Clear ideas support the main


topic.

Strong ideas are carefully


and imaginatively presented,
showing real insight into the
topic.

Purpose

There is no purpose.

Purpose is vague, misstated,


or not always supported by
details.

Purpose is defined and


understandable, supported
by details.

Clearly defined purpose,


carefully and convincingly
presented.

Details

Uses little or no detail to


support and explain the topic.

Uses some details that are


accurate; some details such
as examples and
explanations are not
appropriate for the topic;
details do not always
support the topic.

Uses details such as


explanations and examples
that are accurate and
support the topic.

Uses details such as


explanations and examples
that are accurate,
appropriate, and fully
support the topic.

Audience

The writer has not identified


an audience; writing does
not address a specific
audience.

The writer has an incomplete


idea of the audience and its
expectations.

The writer has correctly


identified the intended
audience; writing shows that
the writer is somewhat
aware of its expectations.

The writer has correctly


identified the intended
audience; writing shows a
complete understanding of
its expectations.

Spelling

There are frequent spelling


errors that make it hard for
readers to understand the
central idea.

There are many spelling


errors that sometimes make
it hard for readers to
understand the central idea.

Most words are spelled


correctly.

All words spelled correctly,


helping readers clearly
understand the central idea.

Total Score:

points out of 24 possible points.

Teacher Comments:

1 of 1

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