| Ms. Hogshead’s Writing Syllabus | |||||||
| Quality | 6 level | 5 level | 4 level | 3 level | 2 level | 1 level | |
| Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s) | reveal an in-depth analysis of the task -make insightful connections between information and ideas in the text and the assigned task | -convey a thorough understanding of the task -make clear and explicit connections between information and ideas in the text and the assigned task | -convey a basic understanding of the task -make implicit connections between information and ideas in the text and the assigned task | -convey a basic understanding of the task -make few or superficial connections and ideas in the text and the assigned task | convey a vague or inaccurate understanding of the task -allude to the task but make unclear or unwarranted connections to the assigned task | -provide no evidence of textual understanding -make no connections between information in the text and the assigned task | |
| Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s) | -develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the text | -develop ideas clearly and consistently. Using relevant and specific details from the text | -develop ideas inconsistently, using relevant details from the text | -develop ideas simply, using some details from the text | -are largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or repetitive | -are minimal, with no evidence of development | |
| Organization: the extent to which the response exhibits direction, shape, and coherence | -maintain a clear and appropriate focus -exhibit a logical and coherent structure through effective use of appropriate devices and transitions | -maintain a clear and appropriate focus -exhibit a logical sequence of ideas through the use of appropriate devices and transitions | -maintain a clear and appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies | establish, but fail to maintain, an appropriate focus -exhibit uneven organization | -lack an appropriate focus, but suggest some organization | -show no focus or organization | |
| Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety | -are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and purpose -vary structure and length of sentences for effect | use language that is fluent and engaging, with some awareness of audience and purpose -show consistent use of sentences that are varied in length and structure | -use appropriate language, with some awareness of audience and purpose -occasionally vary length and structure of sentences | -rely on language from the text and basic vocabulary -rely on sentences that are unvaried in length and structure | -use language that is imprecise or unsuitable for the audience or purpose -rely on sentences that lack variety and may be constructed incorrectly | -are minimal -use language that is incoherent or inappropriate -violate basic rules of sentence structure | |
| Conventions: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage | -demonstrate control of the conventions | -demonstrate control of the conventions, with very few minor errors that have no effect on comprehension | -demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension | demonstrate partial control, exhibiting errors that occasionally hinder comprehension | demonstrate a lack of control, exhibiting many errors that make comprehension difficult | -are minimal -may be illegible or not recognizable as English | |
Grading: 28-30 = 94-100
25-27 = 84-93
22-24 = 74-83
19-21 = 66-73
0-18 = 65 and below
