| CATEGORY |
4 |
3 |
2 |
1 |
| Sentences & Paragraphs |
Sentences and paragraphs are complete, well-constructed and of varied structure. |
All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. |
Most sentences are complete and well-constructed. Paragraphing needs some work. |
Many sentence fragments or run-on sentences OR paragraphing needs lots of work. |
| Salutation and Closing |
Salutation and closing have no errors in capitalization and punctuation. |
Salutation and closing have 1-2 errors in capitalization and punctuation. |
Salutation and closing have 3 or more errors in capitalization and punctuation. |
Salutation and/or closing are missing. |
| Questions |
Questions to leaders were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. |
Questions to leaders were expressed in a pretty clear manner, but the organziation could have been better. |
Questions to leaders were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. |
The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. |
| Format |
Complies with all the requirements for a friendly letter. |
Complies with almost all the requirements for a friendly letter. |
Complies with several of the requirements for a friendly letter. |
Complies with less than 75% of the requirements for a friendly letter. |
| Envelope |
Complete, accurate return address and recipient address. Addresses in correct positions. -OR- Email address was entered correctly |
Complete, accurate return address and recipient address. Position may be slightly off. -OR- Email address was entered correctly |
1-2 errors in return address. Recipient address is correct. -OR- Email address was entered correctly after once incorrectly |
Addresses are incomplete and/or inaccurate. -OR- Email address was not entered correctly more than twice |
2001, 2002, 2003 High Plains Regional Technology in Education Consortium HPR*TEC
