Reflection: Self-Graded Rubrics My Name - Section 2: My Name Writing Assignment


Creating writing rubrics can be daunting.  While I absolutely believe in them for larger, more fomal essays, it can become overwhelming for a teacher to feel the need to create a rubric for every writing assignment given.

Thus, I have developed a system whereby my students generally work on and submit a series of smaller writing assignments throughout a unit (usually worth no more than 20 points), implementing and experimenting with the skills I expect to see evident (dare I say mastered?) in their end-of-unit essay, for which they will then be provided with a detailed rubric (worth 50 points).  For each smaller writing assignment, I make clear to my students what I will be focusing on in my grading and experiment with a variety of approaches in order to give effective feedback and representative scores.

For example, the "My Name" assignment needs to be three paragraphs.  I want to see evidence of figurative language, and of an attempt to control the voice, tone, and mood of the piece.  These are the skills that I will be looking for as I read and grade them.  Rather than develop an extensive rubric for the assignment, I will instead have my students self-assess their skills by highlighting the examples of the required elements in their work before submission.  In this way, I can in turn talk to my students through my comments on their work, specifically addressing their incorporation of the required skills.  

  Self-Graded Rubrics: Scoring Smaller Writing Assignments
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My Name

Unit 2: Literary Analysis: The House on Mango Street
Lesson 5 of 10

Objective: SWBAT perform an in-class vocabulary review activity, followed by a reading of vignette #4--"My Name"--in The House on Mango Street, with accompanying writing assignment.

Big Idea: What's in a name? Students take their language to new heights with written explorations of their names.

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  70 minutes
screen shot 2013 09 28 at 9 47 04 am
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