Star Blogs All: November 2011

Thursday, November 17, 2011

Writing improvement -- General Rubrics

Adapted from http://danaleeling.blogspot.com/2011/04/writing-improvement-in-physical-science.html

The rubric is based on that rubric used to mark entrance test essays for the college. As such, the rubric is well understood by a broad constituency at the college.

The following paragraphs look at the impact on grammar, vocabulary, organization, and cohesion.

The grammar section of the rubric is as follows.

[G] Grammar and Syntax [-2 if conclusion too short to judge grammar properly]
5	No errors of grammar or word order. Correct use of tense.
4	Some errors of grammar or word order but communication not impaired.
3	Fairly frequent errors of grammar or word order; occasional re-reading necessary for full comprehension.
2	Frequent errors of grammar or word order; efforts of interpretation sometimes required on reader's part.
1	Very frequent errors of grammar or word order; reader often has to rely on own interpretation.
0	Errors of grammar or word order so severe as to make comprehension virtually impossible.

Typical grammar errors include tense shifts and unclear antecedents for pronouns. Bear in mind that a student effectively has to score a four or five to gain entrance to the college. A score of two or less is likely to lead to non-admission.

The following is the rubric used for vocabulary.

[V] Vocabulary [-2 if conclusion too short - taken as evidence of vocabulary limitations]
5	Appropriate terms used consistently, clear command of vocabulary with a focus on correct usage of physical science vocabulary, no misspelled words.
4	Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas not impaired; or a few misspelled words.
3	Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary, or many misspelled words.
2	Limited vocabulary and frequent errors clearly hinder expression of ideas.
1	Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
0	Vocabulary limitations so extreme as to make comprehension virtually impossible.

Organization is primarily determined by whether the students have the correct sections in the correct order.

[O] Organization
5	All sections present in the proper order. Material exceptionally well organized. Conclusion well structured with introductory and concluding phrases.
4	One section out of sequence or omitted. Material well organized; structure could occasionally be clearer but communication not impaired.
3	Multiple sections out of sequence, some lack of organization; re-reading required for clarification of ideas. For example, tables and graphs printed from a spreadsheet and then stapled to the back of a lab write-up printed from a word processing program.
2	Multiple sections omitted. Little or no attempt at connectivity, though reader can deduce some organization.
1	Individual ideas may be clear, but very difficult to deduce connection between them.
0	Lack of organization so severe that communication is seriously impaired.

[C] Cohesion [0 if text too short to judge cohesion]
5	Consistent choices in cohesive structures. Ideas flow logically. Conclusion remains on topic. Connector words assist the reader.
4	Occasional lack of consistency in choice of cohesive structures and vocabulary but overall ease of communication not impaired.
3	Patchy, with some cohesive structures or vocabulary items noticeably inappropriate to general style. Ideas tend to be disconnected from each other. Reads more like an outline than a coherent essay, or written as a list of answers to questions without connector words and phrases generating a choppy, disjoint style
2	Cohesive structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. Connector words and phrases confuse and mislead the reader, but sense can be made of the conclusion.
1	Communication often impaired by completely inappropriate or misused cohesive structures or vocabulary items making it difficult to make scientific sense of the conclusion.
0	A 'hodgepodge' of half-learned misused cohesive structures and vocabulary items rendering communication almost impossible.

Quick Reference Guide -- U of Minnesota

Research Writing -- Quick Study Guide

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Writing Skills: Six Things to Improve Your Writing

Six Things to Improve Your Writing
from http://writing.umn.edu/tww/discipline/physisci/Ast1001act.pdf
Eric Hallman
Astronomy 1001: Exploring the Universe

1. Use Active Voice. Rewrite all passive verb constructions (was done, would be, is
thought) using active verbs. This brightens your writing; the reader will have a better,
clearer impression of your subject and exposition.
2. Develop a thesis before you begin writing. For part C of the first essay, for example, the
thesis could be as simple as "There is a strong well-coordinated program of impact
prevention in the United States today."
3. Develop a logical framework to support your thesis. For part A of the first essay, for
example, you could organize your thoughts as follows
1. Topic/thesis sentence to give overall preview of paragraph
2. Summary of evidence from craters
3. Summary of evidence about known impactors
4. Models of origins and early stages of solar system and why impacts fit into this
picture
4. Spend time writing your conclusion! The conclusion offers a last impression to your
readers, so it is important to end well. Use an interesting fact or introduce a concept that
helps draw the content of your paper together.
5. Remove unnecessary clauses. They obscure your point and chop up the flow of your
writing.
6. Read your paper out loud. Then have someone else read your paper out loud. This will
allow you to identify awkward phrases or paragraphs. I can not emphasize enough how
important this is: if you choose to do only one thing to improve your writing, READ IT
OUT LOUD!

Physical Science Report Writing

The following are guidelines for writing reports. For each topic, there are instructions for writing the report and, for most, an accompanying rubric designed to help the student check the work, and for the teacher's final assessment of the report.

Science Research Report Topics:
Animal Research Report: How to write a paper about an animal; describe its anatomy, diet, habitat, range, life cycle, enemies, and other interesting facts about the animal. Or go to the grading rubric alone.
Dinosaur (or other Extinct animal) Research Report: How to write a paper about a dinosaur; write about its anatomy, where it lived, when it lived, when it went extinct, and other interesting facts about the dinosaur and the period in which it lived.

Planet Research Report: How to write a paper about a planet, describing its orbit, atmosphere, internal structure, mass, gravitational pull at the surface, moons (if there are any), and any special attributes (like rings, an extremely-tilted axis, an odd rotation, or spots). Or go to the grading rubric.

Historical Research Reports:
Invention Research Report: How to write a paper about an invention, describing the function of the invention, when it was invented, who invented it, and how the invention changed people's lives. Or go to the grading rubric.
Explorer Research Report: Write a paper about a famous explorer, describing the area(s) that the person explored, when the expedition(s) traveled, highlights of the trip(s), why they chose the routes they did, and the results of the exploration. Or go to the grading rubric.

Presidential Biography Report: How to write a paper about a US President, writing about the President's early life, the presidency, and the post-presidency. Or go to the grading rubric.

Reports on Geography:
State/Province Research Report: How to write a paper on a state or province. Write about the land, location, capital city, bodies of water, population, flag, and symbols of the area.

from http://www.enchantedlearning.com/report/