Rubric+Research+&+Classwork

feels disorganized. ||
 * COMMUNICATION OF IDEAS ABOUT THE TOPIC ||
 * COMPREHENSION || Research/Wiki is a well-developed, thoughtful discussion of the topic’s main ideas and related significant details. || Research/Wiki shows the students understands the topic but not all of the important details. || Not clear that student understood the topic. ||
 * CRITICAL THINKING || Evidence throughout the Research/Wiki of applying and evaluating the important ideas in other context. || Parts of the Research/Wiki show that the studentl has applied ideas in the topic to self and others. || Little evidence of reflection on the topic beyond basic understanding. ||
 * USE OF LANGUAGE & ORGANIZATIONAL FEATURES ||
 * ORGANIZATION || Paragraphs are detailed and well-developed. Transitions between paragraphs make language flow naturally. Whole Research/Wiki is effectively structured. || Paragraphs are used to organize and mainly include sentences on the same topic in the Research/Wiki. Overall structure is obvious. || Stream of consciousness writing. Overall, the Research/Wiki
 * USE OF LANGUAGE & ORGANIZATIONAL FEATURES ||
 * ORGANIZATION || Paragraphs are detailed and well-developed. Transitions between paragraphs make language flow naturally. Whole Research/Wiki is effectively structured. || Paragraphs are used to organize and mainly include sentences on the same topic in the Research/Wiki. Overall structure is obvious. || Stream of consciousness writing. Overall, the Research/Wiki
 * USE OF LANGUAGE & ORGANIZATIONAL FEATURES ||
 * ORGANIZATION || Paragraphs are detailed and well-developed. Transitions between paragraphs make language flow naturally. Whole Research/Wiki is effectively structured. || Paragraphs are used to organize and mainly include sentences on the same topic in the Research/Wiki. Overall structure is obvious. || Stream of consciousness writing. Overall, the Research/Wiki
 * ORGANIZATION || Paragraphs are detailed and well-developed. Transitions between paragraphs make language flow naturally. Whole Research/Wiki is effectively structured. || Paragraphs are used to organize and mainly include sentences on the same topic in the Research/Wiki. Overall structure is obvious. || Stream of consciousness writing. Overall, the Research/Wiki
 * ORGANIZATION || Paragraphs are detailed and well-developed. Transitions between paragraphs make language flow naturally. Whole Research/Wiki is effectively structured. || Paragraphs are used to organize and mainly include sentences on the same topic in the Research/Wiki. Overall structure is obvious. || Stream of consciousness writing. Overall, the Research/Wiki
 * CLARITY || Both the overall meaning and the supported details are clearly presented. || The overall gist of the information is clear, but specific parts but may be confusing. || It is hard to understand the information. ||
 * WORD CHOICE/ VOCABULARY || Extensive use of key vocabulary indicates control of topic ideas. || Uses some key vocabulary and other words/phrases related to the topic. || Little or no use of key vocabulary on the topic. ||
 * MECHANICS || No significant errors in spelling, punctuation and grammar. || Simple spelling, punctuation, and grammar mainly correct. Attempts at more complex spelling or punctuation may contain mistakes. || Frequent mistakes in simple spelling, punctuation and grammar distract reader’s attention ||
 * WORD CHOICE/ VOCABULARY || Extensive use of key vocabulary indicates control of topic ideas. || Uses some key vocabulary and other words/phrases related to the topic. || Little or no use of key vocabulary on the topic. ||
 * MECHANICS || No significant errors in spelling, punctuation and grammar. || Simple spelling, punctuation, and grammar mainly correct. Attempts at more complex spelling or punctuation may contain mistakes. || Frequent mistakes in simple spelling, punctuation and grammar distract reader’s attention ||
 * MECHANICS || No significant errors in spelling, punctuation and grammar. || Simple spelling, punctuation, and grammar mainly correct. Attempts at more complex spelling or punctuation may contain mistakes. || Frequent mistakes in simple spelling, punctuation and grammar distract reader’s attention ||