Writing Assignment: Survival of the Fittest Rubric 150 Points High Grades (30‐23 points each) High scoring students will do the following: TASK A specific survival skill is taught with clear step by step instructions. Instructions are consecutive and easy to follow. Detail and description are used to explain every step. Pictures and diagrams are used effectively to enhance the presentation. Research sources are cited correctly using MLA format. Two peer reviews are completed. Peer reviews demonstrate a clear understanding of the 4 Ps (Praise/Probe/Propose/Be Positive). Score: Comments: ORGANIZATION The skill is presented in consecutively organized steps. Steps are broken into additional steps. The essay has an introductory paragraph. The essay has a conclusion paragraph. Peer reviews are logically ordered according to issue/topic from the essay or by peer review component (praise/probe/propose). Peer reviews are written in paragraph form. Score: Comments: DEVELOPMENT The essay has a minimum of 5 Middle Grades (22‐ 15 points each) Middle scoring students will do the following: A specific survival skill is taught with mostly clear step by step instructions. Instructions are mainly consecutive. Detail and description are used to explain most steps. Pictures and diagrams are present. Research sources are cited without MLA formatting. Two peer reviews are completed. Peer reviews are constructive and tactful. Low Grades (14‐7 points each) Low scoring students will do the following: A survival skill is taught. Instructions are non‐consecutive. Detail and description are used to explain most steps. Pictures and diagrams are present, but ineffective. Research sources are not cited. Peer reviews are not completed or are not tactful/constructive. The skill is presented in mostly organized steps. Most steps are broken into additional steps. The essay has either an introductory paragraph or a conclusion paragraph. Peer reviews are somewhat organized by subject or component. Peer reviews fail to employ paragraphs, but use complete sentences. The skill is presented in loosely organized steps. Few steps are broken into additional steps. Paragraphs are lacking topic sentences which state the outcome/goal of the step. The essay has neither an introductory paragraph nor a conclusion paragraph. Peer reviews lack organization and use neither sentences nor paragraphs. The skill is not presented in steps. Steps are not broken into additional steps. Paragraphs are lacking topic sentences. The essay has neither an introductory paragraph nor a conclusion paragraph. Peer reviews are not completed or are inadequate in scope. The essay has a minimum of 4 The essay has a minimum of 3 The essay has a minimum of 1 Unacceptable (7‐0 points each) No survival skill is taught. Steps are entirely lacking in detail and description. Pictures and diagrams are not present. Research sources are not cited. Peer reviews are not completed or are not tactful/constructive. paragraphs (Introduction/Conclusion/3 main steps). Each paragraph contains a topic sentence indicating the outcome or goal of the step. Each step is completely described or explained with description, illustrations, and examples. Each paragraph has a minimum of 7 sentences. Information presented is neither redundant nor off‐topic. Peer reviews contain all of the components, including praise, probing, and proposal. Peer reviews use specific examples and references to make points. Score: Comments: STYLE The language is precise. Active verbs are often employed. No clichés are present. Word choices contribute to clarity and interest. Phrases are largely memorable and original. Score: Comments: MECHANICS Rules of spelling, capitalization, grammar and punctuation are mostly adhered to (fewer than 5 errors). Score: Comments: Total Score: paragraphs. Some paragraphs contain a topic sentence indicating the outcome or goal of the step. Steps are adequately described or explained with description, illustrations, and/or examples. Each paragraph has a minimum of 5 sentences. Information presented is rarely redundant or off‐topic. Peer reviews contain most of the components, including praise, probing, and proposal. Peer reviews use some specific examples and references to make points. paragraphs. Paragraphs do not contain a topic sentence indicating the outcome or goal of the step. Steps are inadequately described or explained and lack description, illustrations, and/or examples. Each paragraph has fewer than 5 sentences. Information presented is often redundant or off‐topic. Peer reviews contain few of the components, including praise, probing, and proposal. Peer reviews lack specific examples and references to make points. paragraph. Paragraphs do not contain a topic sentence. Steps are not described or explained and lack description, illustrations, and/or examples. Each paragraph has fewer than 3 sentences. Information presented is mostly redundant or off‐topic. Peer reviews contain none of the components, including praise, probing, and proposal. Peer reviews lack specific examples. The language is sometimes surprising. A good number of active verbs are employed. Few clichés are present. Word choices contribute somewhat to clarity and interest. Phrases are sometimes memorable and original. Language is not surprising. A few active verbs are employed. Many clichés are present. Word choices often fail to contribute to clarity and interest. Phrases are not memorable. Language is unsophisticated. Very few active verbs are employed. Many clichés are present. Word choices fail to contribute to clarity and interest. Phrases are not memorable. Rules of spelling, capitalization, Rules of spelling, capitalization, grammar and punctuation are often grammar and punctuation are adhered to (5‐10 errors). somewhat adhered to (11‐15 errors). Student Name: Rules of spelling, capitalization, grammar and punctuation are not adhered to (more than 15 errors).