rubric_gradations: 18

This data as json

id	skill_code	dimension	level	level_label	behavioral_description	sample_response	created_at	updated_at	active_version
18	L-CONVENTIONS	autonomy	2	Guided	Student can identify and correct some punctuation and spelling errors when given structural supports — a conventions checklist, a peer editing protocol, or grammar resources to reference. With these tools, the student catches surface-level issues: obvious misspellings, missing end punctuation, comma splices they've been taught to recognize. Semicolons and colons are attempted but often misapplied — semicolons used where commas belong, colons placed after incomplete sentences. Without the checklist or protocol, errors increase noticeably, and the student doesn't yet self-monitor for conventions during drafting.	The peer editing checklist helped me find a few mistakes I missed. I had written 'The characters motivations are complex; because they come from different backgrounds' and my partner pointed out that the semicolon was wrong because the second part isn't a full sentence. I changed it to a comma. I also caught that I wrote 'seperate' instead of 'separate' when I ran through the commonly misspelled words list. I think my colons are right — I used one before a list of three themes: loyalty, betrayal, and redemption. But I'm not sure about the other colon I used. I wrote 'The author's purpose was clear: to expose hypocrisy' and I think that's correct but I want to check.	2026-05-24 00:17:32	2026-05-26 01:43:59	1