Dear Dr. Hartman, I feel confident on the choices I have highlighted on my rubric.

For process, it shows in this document that I have 2 drafts, both a rough draft and a current draft. I have participated both in class and outside of the classroom for this working piece. For rhetorical knowledge, I describe and address what my topic is and I also use figurative language such as similes, metaphors, and descriptive phrases which create a more vivid image to the reader. In critical thinking and writing growth category, I attempted my working draft to be interesting, but I think I need to take more risks in my writing. I also believe I have created a tone/voice for the reader to understand and to feel what my experience was. For knowledge and convention, I struggled some in my rough draft with phrasing and grammar, but I think I improved with help and from my writing group and by also going back and slowly reading what I wrote. I also believe my draft has good readability. The most difficult process in writing this piece is coming up with a topic and trying to decide what I wanted to write about. It took some time to find what I wanted to write about, but I finally decided. Once I decided, it was easy for me to write. The easiest thing for me, was actually describing each city I passed through on my trip. I thought the describing part was going to be difficult, but the imagery of my trip is still imprinted in my mind it was easy to write about. I feel like my work for this draft is much better than my previous first working draft.

Rubric:
Criteria Exemplary Proficient Developing Lacking

PROCESS

As a working draft, piece shows:

Process work is present and provides robust evidence that student has participated; Clear evidence of strong idea development; Robust evidence of revision (changes in at least 2 drafts) is clearly present

Process work is present and evidence of participation is clear; Evidence of idea development is present; Evidence of effective revision is clearly present in at least 2 drafts

Some evidence of process work; Attempts at idea development, but ideas are lacking in some way; Little evidence of revision is present (ex. Only 1 draft submitted, no daybook or other process work, etc.)

Participation in process work, development of ideas, and/or evidence of revision is incomplete or insufficient

RHETORICAL KNOWLEDGE

As a working draft, piece shows:

Writer has fulfilled the assignment beyond expectations; Exceptionally clear what topic/subject is being described; Excellent attention to audience by appealing to senses, using appropriate figurative language, etc. Exceptional use of tone and voice; Robust attempts to be appealing and interesting in describing subject/topic; Writer clearly is taking risks by trying strategies discussed; Reflective letter is included and clearly addresses

Writer has clearly fulfilled the assignment; Clear purpose; Good attention to audience to audience by appealing to senses, using figurative language, etc.

Writer has fulfilled the assignment; Purpose is hard to decipher or not yet clear; Little evidence of attention to audience due to vague description, little to no sensory details or figurative language, etc.

This aspect of the piece is incomplete/ insufficient. Work shows little to no evidence of rhetorical knowledge

CRITICAL THINKING AND WRITING GROWTH

As a working draft, piece shows:

Clear attempts to use tone and voice; Clear attempts to be appealing and interesting in describing subject/topic; Writer is taking some risks; Reflective letter is included and sufficiently

Writer is struggling to use/understand tone and voice, to create interesting writing, and/or to take risks; and/or reflective letter is missing or does not clearly addresses these aspects of piece

Write made little to no attempts to present critical thinking or writing growth; and/or no reflective letter included

these aspects of piece

addresses these aspects of piece

KNOWLEDGE OF CONVENTIONS

As a working draft, piece shows:

Exceptional and adept wording and phrasing; Little to no issues in readability; Writer displays clear control over mechanics, grammar, and usage

Good wording and phrasing; Little to no issues in readability; Writer displays control over mechanics, grammar, and usage

Some or repeated issues with awkward or ineffective wording/phrasing; Writer displays lack of control over mechanics, grammar, and usage, causing issues in readability

Glaring issues/errors in grammar, capitalization, punctuation, spelling, and other conventions; Piece is difficult to read; Little to no attention has been given to conventions of writing