Literacy Autobiography

Literacy Autobiography Scoring Rubric

CATEGORY	Excellent	Good	Satisfactory	Needs Improvement
Writing Process	Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the literacy autobiography wonderful.	Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.	Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.	Student devotes little time and effort to the writing process. Doesn't seem to care.
Focus on Assigned Topic	The entire story/presentation is related to the assigned topic and allows the reader to understand much more about your literacy development.	Most of the story/presentation is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about your literacy development.	Some of the story/presentation is related to the assigned topic, but a reader does not learn much about your literacy development.	No attempt has been made to relate the story/presentation to the assigned topic.
Organization	The literacy autobiography is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The literacy autobiography is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The literacy autobiography is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.
Early Reading	Includes several book titles and impressions of the first books you remember reading. Includes samples of your early writing or descriptions of stories you remember having written at a young age.	Almost all (about 90%) the written requirements were met: Includes book titles and impressions of the first books you remember reading. Includes samples of your early writing or descriptions of stories you remember having written at a young age.	Most (about 75%) of the written requirements were met, but several were not: Includes book titles and impressions of the first books you remember reading. Includes samples of your early writing or descriptions of stories you remember having written at a young age.	Many requirements were not met: Includes book titles and impressions of the first books you remember reading. Includes samples of your early writing or descriptions of stories you remember having written at a young age.
Literacy Environment	Includes personal introduction and description of your previous and current home literacy environment, culture, attitudes and daily oral and written literate practices.	Almost all (about 90%) the written requirements were met: Includes personal introduction and description of your previous and current home literacy environment, culture, attitudes and daily oral and written literate practices.	Most (about 75%) of the written requirements were met, but several were not: Includes personal introduction and description of your previous and current home literacy environment, culture, attitudes and daily oral and written literate practices.	Many requirements were not met: Includes personal introduction and description of your previous and current home literacy environment, culture, attitudes and daily oral and written literate practices.
How Past affects Present Attitudes	Includes how previous and current oral and written literacy experiences impact your current attitudes, practices, uses and literacy instruction (reading, writing, oral language use) in the classroom (be SPECIFIC using real life examples and application).	Almost all (about 90%) the written requirements were met: Includes how previous and current oral and written literacy experiences impact your current attitudes, practices, uses and literacy instruction (reading, writing, oral language use) in the classroom (be SPECIFIC using real life examples and application).	Most (about 75%) of the written requirements were met, but several were not: Includes how previous and current oral and written literacy experiences impact your current attitudes, practices, uses and literacy instruction (reading, writing, oral language use) in the classroom (be SPECIFIC using real life examples and application).	Many requirements were not met: Includes how previous and current oral and written literacy experiences impact your current attitudes, practices, uses and literacy instruction (reading, writing, oral language use) in the classroom (be SPECIFIC using real life examples and application).
Neatness and Format	The final draft of the story is readable, clean, neat and attractive. It is typed in 12 point Times New Roman or Arial font, double-space, front-side of page only ... bold headings. It looks like the author took great pride in it.	The final draft of the story is readable, neat and attractive, however one or more of the following requirements is not met: typed in 12 point Times New Roman or Arial font, double-space, front-side of page only ... bold headings. It looks like the author took some pride in it.	The final draft of the literacy autobiography is readable and some of the pages are attractive, however two or more of the following requirements are not met: typed in 12 point Times New Roman or Arial font, double-space, front-side of page only ... bold headings. It looks like parts of it might have been done in a hurry.	The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. Three or more of the following requirements are not met: typed in 12 point Times New Roman or Arial font, double-space, front-side of page only ... bold headings.
Presentation	In a format by which the author can easily share the contents with others. Visually appealing - developed with an audience in mind.	In a format by which the author can easily share the contents with others. Visually appealing - developed with an audience in mind. Criteria met, but questionable.	In a format by which the author can easily share the contents with others. Visually appealing - developed with an audience in mind. Not all criteria met.	In a format by which the author can easily share the contents with others. Visually appealing - developed with an audience in mind. Little attention paid to meeting criteria.

Western Kentucky University

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