Mightier Than The Pen
A TLCF Grant
MMSD
1999-2000
Jefferson MS
Hamilton MS
O'Keeffe MS
Wright MS
Cherokee MS
Blackhawk MS
Sennett MS
Eagle School
Our Lady
Queen of Peace
Wingra School
Blessed Sacrament
St. Dennis
| Score | Ideas and Content | |
| 5 | Paper is clear and focused. Holds the readers attention. Relevant anecdotes and details enrich the central theme or storyline. | Ideas are fresh and original. Writing from knowledge or experience. Relevant, telling, quality go beyond the obvious. Topic developed in an enlightening, purposeful way. Every piece adds something to the whole. |
| 3 | The writer is beginning to define the topic, even though development is still basic or general. | Easy to see where the writer is headed. Difficulty going from general observations to specifics. Ideas are reasonably clear. Support is attempted, but falls short of fleshing out the main point. |
| 1 | As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy details. | Still in search of a topic. Information is very limited or unclear. Text may be repetitious, reads like disconnected, random thoughts. Everything seems as important as everything else. |
| Score | Organization | |
| 5 | Organization enhances and showcases the central idea or storyline. The order, structure or presentation of information is compelling and moves the reader through the text. | Sequencing is logical
and effective. An inviting introduction: a satisfying conclusion Pacing
is well controlled. Thoughtful transitions. Flows smoothly, the reader
hardly thinks about it. |
| 3 | Organization is strong enough to move the reader through the text without undue confusion. | Recognizable introduction and conclusion. Sequencing is logical, but predictable. Pacing fairly well controlled. Transitions often work well but are sometimes fuzzy. Organization sometimes supports the main storyline. |
| 1 | Writing lacks a clear sense of direction. Ideas, details or events seem loosely strung together; no identifiable internal structure. | Sequencing needs work. No real lead, no real conclusion. Pacing feels awkward. Connections between ideas are confusing Hard for the reader to get a grip. |
Editor: Jeff Larson
Publisher: Kent Wells
This page is maintained and updated by the Instructional
Technologies Department
Madison Metropolitan School District.
Last Update: 99/010/09
