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Idaho’s 7th Grade Direct
Writing Assessment Scoring Standard for Expository Writing 2003 |
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Expository Essays |
“4” Advanced (Clear) |
“3” Proficient (Clear) |
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A “4” paper demonstrates advanced control of the conventions of
written language as well as unique qualities in style or content. A “4” paper is clear, organized, easy to
understand, and characterized by a unique perspective or a mature approach to
the topic. Its length is appropriate
for the writer to demonstrate skills and conventions to fulfill the prompt’s
purpose. A score of “4” indicates that
a student’s writing for that particular day and prompt is clearly advanced
beyond grade level. |
A “3” paper demonstrates an understanding of the organization
and development of two-part expository writing. A “3” indicates that the writer
demonstrates proficient control of the conventions of written language at
grade level. Its length is appropriate
for the writer to capably demonstrate required skills and conventions to
fulfill the prompt’s purpose. A score of
“3” indicates that the student’s writing for that particular day and prompt
is at grade level. |
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Focusing on Six Traits |
“4” Papers Exhibit MOST of the
Characteristics Listed Below |
“3” Papers Exhibit MOST of the
Characteristics Listed Below |
Ideas
Ideas are the story line of the essay that,
together with elaboration, anecdotes, and/or selected details, build reader’s understanding. Organization Organization, the internal structure of an
essay, includes the lead, close, and linking details. Together, they create a picture that builds
to a turning point in the story.
Transitions within the story assist the reader to avoid getting lost. |
§
Inviting introduction §
May incorporate an advanced
or creative approach to prompt §
Effective topic sentences
with supporting details and/or examples §
Strong sense of audience
awareness §
Higher-level thinking:
application, analysis, and/or evaluation §
Establishes a purpose and
maintains a clear focus throughout essay §
Infrequent stray sentences;
every part adds to whole §
Paragraph organization that
enhances the central idea of essay §
Satisfying conclusion |
§
Evident purpose §
Topic sentences with
supporting details and examples, rather than a list §
Awareness of
audience--anticipates and addresses reader’s questions §
May demonstrate high-level
thinking skills §
Generally stays on topic;
some effective transitions §
Apparent introduction §
Paragraphs that work
together to support whole §
Logical development without
stray sentences or paragraphs §
Evident conclusion |
Voice
Effective writing holds the reader's attention
through the use of appropriate vocabulary.
Descriptive and figurative language makes writing unique by creating
mood and feeling for the reader. Word
Choice
Word Choice involves selecting
words to create the mood, impression, or word picture a writer desires to
instill within the reader. |
§
Powerful and engaging;
holds reader’s attention §
Reader feels a strong
connection with the writer §
Topic comes to life §
Confident; readers senses
writer’s commitment to topic §
Clear understanding and use
of above grade-level vocabulary §
Interesting verbs and
precise nouns and modifiers §
Shows rather than tells §
Use of literary devices,
such as personification, similes, metaphors, alliteration, and hyperboles |
§
Occasional emerging of
strong voice §
Generally consistent point
of view, verb tense, and voice §
May occasionally drift from
topic §
Writes with ease and
confidence; uses a natural voice §
Appropriate vocabulary for
audience—may be mechanical or quite general §
Appropriate language for
audience §
May attempt to use colorful
language or literary devices; may include jargon or clichés §
May “show” rather “tell” §
Interesting vocabulary §
Some variety of verb
choices §
Does not overuse “I” or
incorporate other inappropriate redundancies |
Sentence
Fluency
Effective
construction of a sentence and its rhythm and grace determines sentence
fluency. Aspects of fluency include
the following: logic, phrasing,
parallel structure, alliteration, redundancy, and sentence lengths. Conventions
Punctuation, spelling, grammar,
usage, capitalization, and paragraphing fall under the umbrella of
Conventions. |
§
Purposeful and varied
sentence beginnings §
Variety of sentence
structures and lengths, which include complex sentences §
An easy flow that invites
expressive oral reading §
Mechanically correct §
Few surface errors
(capitalization, punctuation, and/or spelling) §
Appropriate indentation and
logical paragraphing §
Strong command of standard
written English |
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Varied beginnings among
sentences §
For the most part, a
smoothly flowing text §
Some variety among sentence
types, structures, and lengths §
Paragraphing §
Demonstrates understanding
of mechanical correctness §
Surface errors
(capitalization, punctuation, and/or spelling) do not detract from meaning or
readability §
Command of standard written
English §
Correctly uses and spells
such priority words as the following: there,
their, they’re to, two, too, your, you’re, its, it’s, then, than, which,
witch, and a lot. |
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Idaho’s 7th Grade Direct
Writing Assessment Scoring Standard for Expository Writing 2003 |
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Expository Essays |
“2” Basic
(Caution--Not passing) |
“1” Below
Basic (Alert) |
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A “2” paper demonstrates some degree of basic expository writing
skills, but is clearly flawed. A “2”
paper reveals one or more of the following weaknesses: 1.
Inadequate organization 2.
Inadequate development of
events and details, 3.
Limited or inappropriate
word choices 4.
A pattern or accumulation
of errors in mechanics, usage, sentence structure, or word choices. A score of ‘2” indicates that the student’s writing for that day
and prompt is developing toward proficiency at grade level. |
A “1” paper demonstrates fundamental writing deficiencies and
exhibits one or more of the following:
1.
Serious and persistent
writing errors 2.
Incoherency 3.
Lack of development. 4.
One or more of the
following: *blank;
illegible; too brief to assess; *written in a language other than English;
*written using a medium other than black ink pen; written to a topic other
than specified in prompt; written in mode other than expository A score of “1” indicates that the student’s writing for that day
and prompt is minimal at grade level. |
Focusing on Six
Traits
|
“2” Papers Exhibit MOST of the Characteristics Listed
Below |
“1” Papers Exhibit MOST of the Characterizes Listed Below |
Ideas
Ideas are the story line of the essay that,
together with elaboration, anecdotes, and/or selected details, build reader’s understanding. ORGANIZATION Organization, the internal structure of an
essay, includes the lead, close, and linking details. Together, they create a picture that builds
to a turning point in the story.
Transitions within the story assist the reader to avoid getting lost. |
§
May lack a sense of purpose §
Limited awareness of
audience §
Thought processes may be
difficult to follow §
Supporting details may be
limited, omitted, or presented as a list §
Shift or changes in topic §
Ideas may not flow
smoothly; disconnected paragraphs §
Transitions may be lacking
or do not unify essay §
Text may be repetitious §
Redundant sentence
patterns, similar beginnings, §
Weak or ineffective
introduction |
§
Unclear topic that lacks
development §
Information that is limited
with little or not attention to detail §
Inadequate length for
development §
Difficult to follow thought
processes §
Possible attempts at
introduction and/or conclusion §
Omitted or undeveloped
paragraphing §
Transitions between ideas
that are confusing or nonexistent |
Voice
Effective writing holds the reader's attention
through the use of appropriate vocabulary.
Descriptive and figurative language makes writing unique by creating
mood and feeling for the reader. Word Choice
Word Choice involves selecting
words to create the mood, impression, or word picture a writer desires to
instill within the reader. |
§
Inconsistent, inappropriate
or lack of voice §
Tells rather than shows §
Inappropriate or
ineffective word choices §
Limited vocabulary that may
fall below grade level §
Simplistic style: o
Few precise nouns and
specific modifiers o
Passive and/or simplistic
verbs o
Too frequent use of “I” o
Frequent use of “would” and
“could §
Inconsistency among verb
tenses |
§
Lack of or monotonous voice §
Requires rereading for
understanding §
Restricted vocabulary: o
Inadequate word pool o
Lacks language development o
Incorrect word choices §
Overuse of such connectives
as “and,” “and so,” but then,” “and
then,” and “because.” |
Sentence Fluency
Effective
construction of a sentence and its rhythm and grace determines sentence
fluency. Aspects of fluency include
the following: logic, phrasing,
parallel structure, alliteration, redundancy, and sentence lengths. Conventions
Punctuation, spelling, grammar,
usage, capitalization, and paragraphing fall under the umbrella of
Conventions. |
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Attempts varying sentence
beginnings §
Patterns of short, simple
sentences §
Choppy or awkward sentences §
Fragmented or run-on
sentences §
Evident paragraphing §
Surface and/or mechanical
errors detract §
Errors in grammar and
punctuation and spelling may result in need for rereading for clarity §
Few spelling errors in
common words §
Limited command of standard
English |
§
Choppy, incomplete,
rambling, and/or awkward sentences §
Unnatural-sounding phrasing §
Indistinguishable sentences §
Little or no separation of
paragraphs §
Glaring surface and /or
mechanical errors that hinder and/or detract from meaning and readability §
Requires rereading due to word
usage, grammar, or punctuation errors §
Frequent spelling errors,
including misspellings of common words §
Misuse and/or little use of
capitalization and/or punctuation |