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How Do I Pollute?

Criteria	May Not Meet the Standard	Meets the Standard	Exceeds the Standard	Your Score
Content/Development	• fails to develop the main idea adequately • fails to provide sufficient details, examples and/ or reasons • exhibits little cohesion—the story does not move continuously from beginning to end; confuses the reader	• usually develops composition around a central idea • uses some descriptive details, though not always exact • begins to show evidence of original ideas—imagination, humor, fantasy	• develops composition around a central idea or theme • selects details that clearly relate to topic • selects details for specific purposes—size, shape, color • shows evidence of insight/original ideas—imagination, humor, fantasy
Organization	• often lacks a specific organizing theme or plan • exhibits simple sequences; may merely list ideas • may appear to sequence thoughts randomly. Ideas are written as they occur to writer	• exhibits some organizational plan; may stray from topic to some degree • attempts to group related details; may use some paragraphing • exhibits strong beginning and middle; endings often are thin	• exhibits a definite plan of organization • usually groups related ideas in paragraphs • exhibits a clear, identifiable sequence in presenting ideas
Sentence Structure	• lacks variety of sentence structure; rarely subordinates • exhibits syntax errors (word order is awkward or incorrect)	• exhibits some variety of sentence structure. Some subordination is evident • expands sentence with prepositional phrases as well as adjectives and adverbs	• has a clear sentence sense; consistently and successfully manipulates words to form a variety of sentence patterns • uses few, if any, sentence fragments and/or run-ons
Mechanics/Usage	• inconsistently capitalizes first word in sentence and/or proper nouns • often omits end punctuation • often confuses possessive pronoun and contraction ( its , it's ) • shifts verb tense • may commit verb errors	• commits occasional errors in capitalization of proper nouns • occasionally omits end punctuation • often omits internal punctuation • may confuse possessive pronoun and contractions ( its , it's )	• commits few, if any, errors in capitalization • makes few punctuation errors; may omit commas • punctuates dialogue correctly • indents to show paragraphing
Spelling	• commits frequent spelling errors; misspells commonly used words ( they , about , watch ) • confuses plurals and possessives • adds or omits word endings	• may confuse homonyms to , too , two ; their , there , they're • correctly spells most words in "writing vocabulary"	• makes relatively few spelling errors for this grade level • may misspell difficult and/or unfamiliar words
Diction/Vocabulary	• overuses words in limited vocabulary (Tends to rely on most frequently used nouns, verbs and adjectives: mother , thing , be , they'll , little ) • uses few, if any descriptive words	• begins to experiment with words • begins to use precise vocabulary; substitutes specific nouns, verbs, adjectives and adverbs for vague or over- used words • uses some descriptive words	• has control over vocabulary choice and arrangement • uses precise vocabulary, deliberately chooses words to convey meaning • invents new words for effect • uses transitional words and phrases to help flow of writing • selects words that are appropriate for style of writing (letter to a friend, narrative story, how-to directions)