EXAMPLE RUBRIC: TRANSACTIONAL WRITING – PERSONAL LETTER

MARKS Maximum total of 10

OBJECTIVE Writes a personal letter
EXAMPLE
CONTENT RUBRIC: 1 TRANSACTIONAL WRITING 2 – PRINT ADVERTISEMENT
3
MARKS Writing (2
Transactional Maximum
The
short or 1 total
learner’s of 10is The
response learner’s The learner’s response
OBJECTIVE
long) 10 marks irrelevant
Writes a to the
print topic. response
advertisement is relevant is interesting and
to the topic and exceeds expectations.
CONTENT
1 Select 1
and teach learners 2 interesting.
the format of the selected transactional genres. 3 It includes the writer’s
2 Set a task for learners, related to a theme that you have taught, so that they have thoughts
the and feelings.
The learner’s The learner’s The learner’s
required language and vocabulary
response is to complete the task.
response is response is
3 Explain the assessment
STRUCTURE 0 criteria to
irrelevant tolearners.
the relevant
1 to the interesting
2 and
4 At the end of the task,topic.
assess learners’ writingtopic and thatexceeds
according to the criteria you selected.
The learner’s letter hasinteresting.
The learner has The learner has
expectations. It used
5 Some example rubrics not for different
followedtransactional
the correct text types aretoinserted
attempted structurebelow.the correct structure
includes the writer’s
6 You are welcome to use or adapt these rubrics, orthe
structure. to design your own.
letter correctly. and layout of a
original ideas.
personal letter.
STRUCTURE 0 1 2
PLANNING 0 1 2
The learner’s The learner has The learner has
The learner does not The learner makes a The learner makes a
advertisement has attempted to structure used the correct
make a plan OR the plan before writing. The plan before writing. The
not followed the the advertisement structure and
learner’s plan is learner uses some learner uses the plan to
correct structure. correctly. layout of a print
irrelevant. ideas from their plan to inform their drafting and
advertisement.
inform their drafting. expands on the plan
PLANNING 0 1 2 with creativity.
The learner does The learner makes a The learner makes a
EXAMPLE RUBRIC: not TRANSACTIONAL
make a plan WRITING
plan before – DIALOGUE
writing. The plan
EDITING
EXAMPLE / LSCTRANSACTIONAL
RUBRIC: 1 WRITING – 2 FORMAL LETTER 3 before writing.
MARKS OR the learner’s
Maximum total of 10 learner uses some The learner uses the
MARKS Maximum planThe islearner
total 10 has not ideas
irrelevant.
of The fromlearner’s
their styleplanofto plan Thetolearner
inform has used
their
OBJECTIVE Writes
writtenaindialogue
a suitable about …language
inform is mostly
their drafting. informaland
drafting language
expands with
CONTENT
EXAMPLE 0 style. The appropriate 2 correct. The learner 3–4has on the
the correct
plan greeting
with
CONTENT RUBRIC: TRANSACTIONAL WRITING
1greetings – PERSONAL LETTER
have not been 2attempted to use the creativity. 3and farewell.
MARKS The learner’s
Maximum
used. response totalis ofThe
10 correct learner’s
greeting andThe learner’s response
The learner’s
learner successfully
EDITING irrelevant
/ 1Theto learner’s
the topic. response 2is The
response is relevant learner’s
is 3 The
interesting and response is
The
irrelevantlearnerto does
the not
topic. edit farewell.
response is relevant edits
interestingtheir own
and work to
exceeds
LSC
OBJECTIVE Writes a personaltoletter
their own work. Or, the the to The topiclearner and
the topic and edits exceedscorrect
their expectations.
expectations. grammar, It spelling
The learner has interesting.
not The
Learner attempts to edit interesting. learner’s
own work to correct style of includes
The the appropriate
and punctuation. of
learner’s style
CONTENT 1 2 3
written
their own in awork, but there languagegrammar, spelling details
is mostly and
and language information.
is correct.
STRUCTURE suitable 0The
are many style.
learner’serrors Therema correct.
response 1
is The The learner
punctuation, there The
learner’s
but 2Thelearner
learner’s has response
learner
irrelevant
The hastohas
learner not
the topic.
not hasThe attempted
response
are still
learner some is toerrors.
has use a correctly
relevant is
The interesting
learner included
hasand a
STRUCTURE 0 1 2
included a slogan
followed the format of slogan to or therhyme. topic
structured the dialogue and slogan
exceeds or rhyme.
expectations.
structured the dialogue The
or
The learner’s rhyme.
ning.
the letter haswith The learner
dialogue Thewith learnermost edits
interesting.
has of thetheir learner
The learner
layout It includes
has
according successfully
tothe
used the writer’s
correct
The
not followed learner
the
regards correct
to the does ownand
attempted
required work to correct the correct
topunctuation
structure edits
layout,their
thoughts
structure
linesown
and left work
feelings.
and
structure.not
layout edit and their ownthe letter
punctuation. grammar, correctly.
correctly. spelling
The dialogue and topunctuation.
and layout. correct grammar, The
work.
There Or,
is nothe organisation punctuation,
can be but
followed there
and flowsspelling
structure andallows the
STRUCTURE Learner 0 1 some errors. 2
PLANNING 0 or flow. attempts 1 are logically. still 2 punctuation.
reader to follow the
toThe edit their own
learner’s letter has The learner has The learner
writing easilyhas andusedbe
The learner
work, doesthere
but
not followed not The learner
the correct makes atoplan
attempted The learner
structure the makes
drawn in. astructure
correct plan
make aare plan
many ORerrors the before writing. The correctly.
learner before writing. The learner
PLANNING 0structure.
learner’sremaining. plan is uses some 1theideas
letter
from
and layout
uses the2personal
plan to inform
of a
letter.
irrelevant.The learner does theirnotplan The to inform their their drafting and expands
PLANNING 0 drafting. 1 learner makes on a
the
The
2 with
plan
learner makes a
creativity.
make a plan OR the plan before writing. The plan before writing. The
The learner does
learner’s plan not is learner The learner usesmakes
some a The learner
learner usesmakes
the plan a to
LSC/EDITING 0 make a plan OR the
irrelevant. 1 plan before
ideas from their writing.
plan2 The
to plan before
inform writing. The
their drafting,
learner’s plan is learnertheir
inform usesdrafting.
some learner
and expands uses the on theplan to
The learner irrelevant.
has not The learner’s ideasstyle fromoftheir plan The tolearner
inform
plan has
with their
used drafting and
creativity.
written in a suitable languageinform is mostly their drafting. expands
formal register withon the plan
EDITINGstyle.
/ LSC The1 appropriate correct. 2The learner has 3with greetings.
appropriate creativity.
greetingsThe have not been
learner has notattempted The tolearner
use thehas The vocabulary
The learner andhastone
used. used the correct correct greetings. The
included most of the are appropriate. The
correctly punctuated
EDITINGThe/ LSC
learner 1 does not The learner edits
punctuation. 2 theirpunctuation.
correct own 3 dialogue edits
learner successfully
the (colon
edit theircharacters’
own work.
The learnerwords Or,has not work
are to correct
The grammar,
The characters
learner’s style their
mostlyof own work
after
The to correct
each
learner speaker;
has used
the RUBRIC:
learner attempts
EXAMPLE not in atosuitable
theinfirst
TRANSACTIONAL
written person.spelling and
speak
WRITING punctuation,
language in the
– SPEECH first grammar,
is mostly spelling
actions
informal and
inlanguage
brackets). with
edit theirThere
own work, but but there
sentences person. are still some punctuation.
The characters speak
style. are Theno appropriate correct.Some The learner has the correct greeting
MARKS there areMaximummany
ingreetings
the pasterrorstotal
tense,
have of
noterrors.
10been
or the sentences
attempted are in the
to use the in
andthefarewell.
first person with
remaining. past tense has not been past tense. some
The learner successfully
OBJECTIVE used.
Writes a speech correct greeting and
used correctly.
The learner does not edit The learner edits their
farewell. sentences
edits their own in theworkpastto
CONTENT 1The
theirlearner
own work. doesOr, notthe 2own work to edits
The learner correct their 3tense.
correctThe learnerspelling
grammar,
edit their attempts
Learner own work. edit grammar,
toOR own work spelling to correct and successfully
and punctuation. edits their
Thetheirlearner’s
The learner
own work, response
attempts tois The
but there punctuation,
grammar, spelling learner’s
but andare The
there own learner’s
work to correctresponse
irrelevant
edit
are their
manyown to the
errors topic.
work, but response
still some errors.
punctuation, is relevant
but there is interesting
grammar, spelling and and
there are many errors
remaining. to the some
are still topicerrors. and exceeds
punctuation. expectations.
remaining. interesting. There is a main point
supported by reasons