Blog+Rubric


 * Comprehension and Analysis Blog Rubric **


 * ** 4 – Excellent ** ||
 * Conduct ||  Reasoning  ||  Reading of Blog   ||  Reading of Texts  ||
 * Shows clear respect for the learning process and patience with different opinions and complexity. Shows initiative by asking others for clarification, bringing others into the conversation, and moving conversation forward. Avoids talking too long, too much, or too redundantly. Avoids nit-picking and uses appropriate language. Takes risks. || Expresses novel’s and literary criticism’s perspectives clearly and with authority. Understands questions and comments before responding. Moves well beyond the literal. Ideas are fully and appropriately developed through analysis, commentary, evidence, illustration, and/or research. Cites support from text**__s__**. Expresses complete thoughts. Comments are logical and insightful and move the conversation forward. Makes connections from ideas of previous blogger or resolves seemingly contradictory ideas. Considers all sources, not just his/her own. || Pays attention to details. Responses take into account the responses of other participants and demonstrate that the student has kept up with the dialogue. Points out illogic. Successful in attempts to clarify and assist in the creation of meaning and understanding for self and others. || Student is thoroughly familiar with both the novel and literary criticism. Incorporation of textual support and references demonstrate current with the reading schedule as well as a thorough and careful reading of materials. ||
 * ** 3 – Good ** ||
 * Conduct ||||  Reasoning  ||  Reading of Blog   ||  Reading  ||
 * Generally shows respect for learning process and shows composure but may display some impatience with contrary or confusing ideas. Comments often enough but does not necessarily encourage others to participate. May tend to get into debates. |||| Expresses novel's and literary criticism’s perspectives clearly. Responds to questions voluntarily. Comments indicate student has given thought to the text**__s__** but may not be aware of more subtle points. Ideas are arranged and presented in order, but not always following clear logic or pattern. Ideas are developed through some analysis, commentary, evidence, illustration, and/or research, but the analysis does not probe sufficiently, or the relationship among the parts is not clear. Comments are logical but may not make connections among previous speakers. Ideas are interesting enough that other participants respond to them. || Pays attention and responds thoughtfully to ideas and questions of other participants. Absorption in own ideas may distract the student from other participants' ideas. Attempts to clarify and assist in the creation of meaning and understanding for self and others. || Student has solid familiarity with the texts. Incorporation of textual support and references demonstrate current with the reading schedule and understanding of materials. ||
 * ** 2 – Fair ** ||
 * Conduct ||||  Reasoning  ||  Reading of Blog   ||  Reading  ||
 * Student participates and expresses a belief that his/her ideas are important in understanding the text. May sometimes lose composure and interfere with the learning process. Word choice and tone may send negative messages. The participant may make some insightful comments, however, insisting too forcefully, or by not participating enough, the participant may not contribute much **__to the progress__** of the conversation. Tends to debate rather than discuss or shows understanding but only when asked. |||| Novel's and literary criticism’s perspectives may not come across clearly. Responds to questions but may have to be solicited. Comments indicate that the student has not put much effort into preparing for the discussion. Comments may not take into account some important details and may not always flow logically from previous comments or questions. Responses are inadequate/or confusing. Ideas are present but have not been suitable or sufficiently expressed for a reader who is unfamiliar with the material. Ideas are either not logically ordered or not developed through adequate analysis, commentary, evidence, illustration, and/or research. The style and format may interfere with the presentation and ideas. || Appears to find some ideas unimportant but responds to others. Does not ask for clarification. Does not seek to help create meaning beyond the literal. || There is little evidence of serious reflection prior to discussion. Incorporation of general references. Demonstrate basic understanding of material. May be behind in reading. Little evidence of literary criticism. ||
 * ** 1 - Unsatisfactory ** ||
 * Conduct ||||  Reasoning  ||  Reading of Blog   ||  Reading  ||
 * Displays little respect for the learning process. If participating at all, the student may be argumentative. May use inappropriate language and respond about individuals rather than about ideas. Responses display a lack of preparation and/or contemplation. |||| Responses are brief and few in number. Comments are so illogical or tangential as to be meaningless. May express incomplete thoughts. Little or no account is made of previous comments or important ideas in the texts. Responses inappropriate and inadequate in such a manner that severely interferes with the reader’s ability to follow and/or understand the material. Little to no analysis, commentary, evidence, illustration, and/or research. Does not move beyond the literal. Textual errors. || Uninvolved in discussion. Comments may display misinterpretations of questions or comments of other participants. Repeats comments and questions previously made in discussion. || Student is clearly unprepared for discussion. No incorporation of textual support. Clearly behind in reading. No evidence of literary criticism. ||

*Adapted from Carol H. Rohrbach’s Scored Discussion Rubric and General Criteria Rubric.

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