Page 15 - SpringBoard_Writing_Workshop_Grade7_Flipbook

Writing Workshop 1 (continued)
SCORING GUIDE
➢ Publishing
• Consider multiple venues to publish your work.
• Produce a final draft that follows guidelines specified by your teacher,
which might require, for instance, a typed or legible handwritten draft, an original title, and formatting appropriate for the genre selected.
When you finish this writing project, complete a written self-evaluation of your process and your finished piece. Attach your evaluation to your writing project.
• What do you think you did particularly well in this piece of writing?
• Locate the best sentence in your draft, and explain why this line is so powerful. • If you could spend more time, what would you do to make the draft better? • What have you learned about writing and about yourself as a writer?
Scoring Criteria
Exemplary
Structure
The essay
• leads with a convincing
and engaging introduction
• uses meaningful
transitional devices to guide understanding of the relationship among ideas
• logically organizes and effectively sequences ideas
• provides a thoughtful conclusion that extends thinking
14 SpringBoard® Writing Workshop with Grammar Activities Grade 7
Proficient
The essay
• presents a clear and
focused introduction
• uses transitions to
create coherence
• orders evidence in
a way that supports
understanding
• provides a conclusion
that connects the larger ideas presented
Emerging
The essay
• contains an
underdeveloped and/or unfocused introduction
• makes limited use of transitional devices
• does not present ideas
in a logical order
• contains an
underdeveloped or unfocused conclusion
Incomplete
Ideas
The essay
• asserts an original focus
on an idea or concept to be
developed
• develops specific ideas
skillfully and fully using examples, details and/or evidence
The essay
• presents a clear focus
on an idea or concept
for development
• develops ideas clearly
using examples, details and/or evidence
The essay
• presents a limited
and/or unfocused
concept or central idea
• presents ideas vague
or incomplete with examples, details and/ or evidence
The essay
• lacks a clear claim
or focus
• ideas are not
developed nor supported with relevant or clarifying examples, details and/or evidence
The essay
• contains a minimal
or incomplete
introduction
• uses few or
no meaningful
transitions
• uses a confusing
organization
• provides minimal
concluding material or none at all
Use of Language
The essay
• uses a variety of sentence
structures to enhance the
effect
• uses diction that is
deliberately chosen for the topic, audience, and purpose
• incorporates rhetorical devices skillfully to advance ideas presented
• demonstrates technical command of conventions of standard English
The essay
• uses a variety of
sentence structures
• uses diction that is
appropriate to the topic, audience, and purpose
• incorporates rhetorical devices effectively
• demonstrates general command of standard English conventions; minor errors do not interfere with meaning
The essay
• shows little or no
variety in sentence
structure
• uses inappropriate
diction for the topic,
audience, and purpose
• uses few or no rhetorical
devices in the text
• demonstrates limited command of standard
English conventions; errors interfere with meaning
The essay
• shows no variety in
sentence structure
• uses little or no
purposeful diction
• uses no rhetorical devices effectively
• demonstrates
poor command of standard English conventions; multiple serious errors interfere with meaning
© 2017 College Board. All rights reserved.