This course is recommended for students in Grades
I make a claim and explain why it is controversial. Reasons in support of the claim I give clear Critical thinking rubrics accurate reasons in support of my claim.
I give reasons in support of my claim, but I overlook important reasons. Reasons against the claim I discuss the reasons against my claim and explain why it is valid anyway.
Organization My writing has a compelling opening, an informative middle, and a satisfying conclusion. My writing has a beginning, a middle, and an end.
My organization is rough but workable. I may sometimes get off topic.
My writing is aimless and disorganized. Voice and tone It sounds like I care about my argument. I tell how I think and feel about it. My tone is OK, but my paper could have been written by anyone. I need to tell how I think and feel. My writing is bland or pretentious. My writing is too formal or informal.
Word choice The words that I use are striking but natural, varied, and vivid. I make some fine and some routine word choices. I use the same words over and over. Some words may be confusing. Sentence fluency My sentences are clear, complete, and of varying lengths. I have well-constructed sentences.
My sentences are often awkward, run-ons, or fragments. Many run-on sentences and sentence fragments make my essay hard to read. Conventions I use correct grammar, punctuation, and spelling.
I have a few errors to fix, but I generally use correct conventions.
I have enough errors in my essay to distract a reader. Numerous errors make my paper hard to read. I describe four levels of quality but do not give them labels. In my experience, satisfactory labels are hard to come by, and it is obvious at a glance that a 4 is what everyone should try to achieve and a 1 is something to avoid.
Some teachers indicate a cutoff point on the rubric, for instance, by drawing a box around the level that is considered acceptable. The instructional rubric in Figure 1 has the two basic components of a rubric—criteria and gradations of quality.
The second and third criteria, "Reasons in Support of the Claim" and "Reasons Against the Claim," emphasize good thinking—an emphasis missing from many rubrics. They not only tell students that good critical thinking must be evident in their essays, but also guide them in how and how not to do it so that the rubric serves as an instructional tool as well as an evaluative one.
In addition, the gradations of quality describe problems that students encounter as they write, such as not stating their claim clearly enough for a reader to understand level 2 of the first criterionand using the same words over and over level 1 of the sixth criterion.
The gradations of quality allow students to spot weaknesses in their writing and give them concrete ways to improve their shortcomings.Learn to design interest-provoking writing and critical thinking activities and incorporate them into your courses in a way that encourages inquiry, exploration, discussion, and debate, with Engaging Ideas, a practical nuts-and-bolts guide for teachers from any discipline.
Integrating critical thinking with writing-across-the-curriculum approaches, the book shows how teachers from any. Critical evaluation forms and information. One of the most important information literacy skills for students is learning how to critically evaluate information found on the Web.
Educators from the Bay Area's KIPP King Collegiate High School and the KIPP network have provided these resources for you to use in your own school. Using resources and tools like the ones below, educators at KIPP King Collegiate High School focus on honing critical thinking skills across all.
§ Implementation of Texas Essential Knowledge and Skills for Agriculture, Food, and Natural Resources, Adopted (a) The provisions of this subchapter shall be implemented by school districts beginning with the school year.
24 English Journal (): 24–32 ecently, a prominent group of English educators claimed that the “ultimate rationale for the teaching of language arts” is “creating a just. Rubrics make assessing student work quick and efficient, and they help teachers justify to parents and others the grades that they assign to students.