RUBRIC FOR
SCORING THE BOOK REVIEW
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Introduction,
Conclusion, Topic Sentences of Paragraphs, Title (20%) |
Body,
Development, Organization (40%) |
Vocabulary,
Mechanics (Punctuation, Spelling, Capitalization, Grammar, Typos) 20% |
Effort,
Improvement, Presentation (20%) |
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Distinguished
(or "WOW!") (19-20) |
Creative,
professional introduction and conclusion; purpose is abundantly clear early
on; conclusion finalizes purpose very strongly; purpose of review is obvious
and fulfilled; compelling introduction; original topic sentences. Compelling Title. |
Requirements
of review (four part structure) are met with professionalism. Reads like
something from a published book review. Gives reader deep insight of
author/work ;distinguished transitions. Persuades audience completely of
purpose. Weaves essential facts and elements into persuasion artfully. Highly
creative. Abundant with text-based evidence to support point. |
Professional.
Sophisticated. High level, active words are selected deliberately. There is
no more than one mechanical error in the entire review. Sentence structure is
varied. |
Evidence
of substantial time; student is working at highest potential; There are no
errors in names or content. Student sought help in or out of class from
teacher and or other students. Student chose a challenging topic. Revisions
obvious. |
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Proficient
(or "Pretty Decent") (16-18) |
Solid
introduction that uses "catchy" intro device; solid
conclusion; purpose of review is
clear in intro; clear topic sentences. Review’s purpose is clear. Catchy
title. |
Requirements
of review (four part structure) are met with sophistication. Could be
published in book review section with some minor revisions. Gives reader
vivid picture and deep understanding of author/work. Sophisticated
transitions. Uses similes/metaphors; uses dialogue and description to
illustrate event. Creative presentation of review with an appropriate amount
of textual evidence. |
Most
vocabulary is sophisticated and used properly. There are no more than 3
mechanical errors. |
Evidence
of time. Student is working near highest potential; some improvement;
polished presentation. Student sought help in or out of class. Revisions
made. |
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Satisfactory
(or "Fair") (13-15) |
Basic
needs of introduction and conclusion are met though intent may not be totally
clear; clear topic sentences; intro and conclusion meet minimum length
requirement. May report facts without insight. Basic Title. |
Requirements
of review (four part structure) are barely met. Gives reader a basic account of work and author with little or
no insight or thought. The review may be predictable and/or awkward; not
enough evidence from text to support point of view. Transitions are simple or
lacking. |
Uses
simple words and takes few risks. Vocabulary may be somewhat dull and/or
repetitive. Narrative is legible but
contains multiple errors. |
Adequate
amount of time is evident; similar errors in previous stories; little or no
improvement; neat presentation. Some revisions made. |
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Unsatisfactory
(or "Needs A Lot of Work") (0-11) |
Intro
and/or conclusion is either too short, missing, or confusing. Topic sentences
are missing or confusing. Reports facts without insight or opinion. Relies
heavily on plot summary. Inappropriate or missing title. |
Requirements
of four part review are met in a simple way. Uses sweeping generalizations
with no supporting examples; little or no evidence from text; missing or
confusing transitions; no attempt to use similes/metaphors; information is
unfocused or confusing; paragraphs too long, too short, or not indented. |
Misuses
basic vocabulary. Difficult to read because of a number of distracting
errors. |
Repeated
errors; class-time was not used productively; little or no time or care;
sloppy; little or no revision evident. |
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Total
Score |
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