Welcome About Us Absence Reporting Accountability and Reports After School Activity Bus Bell Schedules Contact Us Daily Announcements District Calendar ESLR's Health Notices New Student Registration Open Enrollment School Loop School Site Council Staff/Teachers Student Academic Resources Student Handbook Student Health Insurance Student Incident Report Transcripts Weekly Bulletin Testing Yearbook Problems with School Loop?
Academics Course Catalog English Mathematics Science
Activities Active Teens Against Cancer Anime Club Art Club ASI ATAC Best Buddies Black Student Union Chinese Club Class of 2015 (Sophomores) Creative Writing Digital Arts Club Engineering Club FASA FHA-HERO FBLA French Club GAINS Great Britain Club GSA Guitarists Club Indian Club Interact Japanese Club Key Club Latino Student Union Link Crew MBR Mock Trial Muslim Student Association New Life Campus Outreach PHHS Polynesian Club Red Cross Club Santa Clara Sister Cities Science Squad Speech and Debate Thespian Club Ungarbage Crew Wilcox Programming Club World Affairs Challenge Varsity Letter Club
Athletics Calendar Athlete Information Performance Groups Sports
Creek Side Cafe Menu Alumni Chargers Touchdown Club Dads Grads and Moms ELAC Grad Night Mission City Performing Arts Center PTSA Santa Clara Unified School District Video informativo en espanol Wilcox Stage Company City of Santa Clara Youth Activity Center Science Camp
4-Year Planning Transcripts College & Career Resource Center Counseling Department
Wilcox High School Library Library Policies Book Trailers Test Taking Strategies Santa Clara City Library Student Web Library Project
Exploring Computer Science
Home Page Logo
District Writing Assessment Rubrics

9th Grade Literary Analysis Assessment Rubric

 

  6 Exceptional Achievement (exceeds standard) 5 Commendable Achievement (exceeds standard) 4 Adequate Achievement (meets standard) 3 Some Evidence of Achievement (approaching standard) 2 Limited Evidence of Achievement (needs support to meet standard) 1 Minimal Evidence of Achievement (needs support to approach standard)
Understanding of the Reading Demonstrates a sophisticated reading of the text and an insightful understanding of its complexities   Demonstrates a comprehensive understanding of the text and its complexities Demonstrates a comprehensive understanding of the text Demonstrates a basic grasp of the text and a limited understanding of its complexities   Demonstrates a limited grasp of the text, may be illogical Demonstrates little or no grasp of the text
Thesis Thesis clearly addresses the prompt Thesis addresses the prompt Thesis addresses the prompt Includes a thesis that alludes the prompt Does not include a thesis or thesis does not relate to the prompt Does not include a thesis

 

 

 10th/11th Argumentative Essay Assessment Rubric

 

6 Exceptional Achievement (exceeds standard)
• Demonstrates a sophisticated reading of the text and an insightful understanding of its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining and agreeing, disagreeing, or qualifying the writer’s argument
• Uses specific, well-chosen, well-integrated evidence (reading, experience, observations) to support the thesis
• Thought-provoking commentary explains the significance of the evidence and artfully supports the thesis
• Organization is cohesive, clear, logical and fluid
• Varied sentence types and precise descriptive language; powerful word choice
• Mechanical errors are insignificant, first draft in nature, and do not detract from meaning

 

5 Commendable Achievement (exceeds standard)
• Demonstrates a comprehensive understanding of the text and its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining and agreeing, disagreeing, or qualifying the writer’s argument
• Provides well-chosen, specific evidence (reading, experience, observations) to support the thesis
• Thoughtful commentary explains the significance of the evidence and supports the thesis
• Organization is logical, clear, and purposeful
• Uses a variety of sentence types and precise descriptive language; word choice is interesting and effectively used for emphasis
• Mechanical errors are few, first-draft in nature, and do not interfere with meaning

 

4 Adequate Achievement (meets standard)
• Demonstrates a comprehensive understanding of the text and a basic understanding of its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining the argument and agreeing or disagreeing with the writer’s argument
• Provides specific evidence (reading, experience, observations) to support the thesis
• Commentary explains the significance of the evidence and supports the thesis
• Organization is logical
• Uses a variety of sentence types and some descriptive language; word choice is appropriate for audience
• Some mechanical errors do not disrupt the flow of ideas

 

3 Some Evidence of Achievement (approaching standard)
• Demonstrates a basic grasp of the text and a limited understanding of its complexities
• Touches on the writer’s argument
• Includes a thesis that alludes to the prompt that may agree or disagree with the writer’s argument
• Provides some evidence (reading, experience, observations) to support the thesis
• Commentary paraphrases the evidence with limited connections to the thesis
• Some evidence of organization, but may be awkward
• Limited variety of sentence types, simple sentences
• Mechanical errors may occasionally interrupt the flow of ideas

 

2 Limited Evidence of Achievement (needs support to meet standard)
• Demonstrates a limited grasp of the text with, may be illogical
• Does not explain the writer’s argument
• Does not include a thesis, thesis does not relate to the prompt, and may not agree or disagree with writer’s argument
• Provides limited evidence (reading, experience, observations)
• Commentary relies on paraphrase or plot summary
• Organizational structure needs to support the ideas
• Sentences lack clarity and variety
• Mechanical errors disrupt the flow of ideas

 

1 Minimal Evidence of Achievement (needs support to approach standard)
• Demonstrates little or no grasp of the text
• Does not explain the writer’s argument
• Does not include a thesis
• Provides little or no evidence
• Commentary is missing, plot summary dominates
• No organizational clues
• Sentences are incomplete, awkward, and/or confusing
• Mechanical errors interfere with clarity

 

0 No Evidence or No Response
• Blank, off topic, written in a language other than English, illegible, or unintelligible