Page 100 - ELA_CA_HighSchool_Sampler_Flipbook

Writing a Definition Essay
EMBEDDED ASSESSMENT 1 continued
SCORING GUIDE
Ideas
Scoring Criteria
Exemplary
The essay
• asserts a focused,
clearly stated thesis
• develops and
supports the thesis thoroughly with relevant, significant, and substantial facts and quotations
• synthesizes information on multiple, relevant perspectives.
Proficient
The essay
• asserts a clear thesis
• develops and
supports the thesis with relevant facts and quotations
• incorporates information on various perspectives.
Emerging
The essay
• presents an
unfocused or limited
thesis
• attempts to develop
and support the thesis with weak evidence that may not be appropriate
• inconsistently incorporates information on various perspectives.
The essay
• asserts a weak thesis
• contains facts,
quotations, or other information that may not develop or support the topic
• contains insufficient information on various perspectives.
Structure
The essay
• organizes complex
ideas so that new elements build to create a unified whole
• creates an effective and engaging introduction and conclusion that articulate the significance of the topic
• uses a variety of definition strategies with skill and purpose
• uses a variety of meaningful transitions.
The essay
• organizes ideas
so that each new element builds on that which preceded it to create cohesion
• presents a clear and focused introduction and conclusion
• uses a variety of definition strategies effectively
• uses transitions to connect the larger ideas of the essay.
The essay
• creates limited
cohesion with inconsistent connections among the elements
• contains an underdeveloped
or unfocused introduction and/or conclusion
• attempts to use definition strategies with limited success
• inconsistently uses transitions to connect ideas.
The essay
• demonstrates limited
cohesion; expected elements may be missing
• lacks an introduction and/or conclusion
• uses few or no definition strategies
• presents limited use of transitions.
Use of Language
The essay
• chooses precise
diction and a variety of sentence types and structures to enhance the reader’s understanding
• demonstrates superior command of conventions
• integrates and cites textual evidence smoothly.
The essay
• uses diction and a
variety of sentence types or structures that appropriately manages the topic
• demonstrates
a command of conventions so that minor errors do
not interfere with meaning
• integrates and cites textual evidence correctly.
The essay
• uses diction that
is inconsistent and provides little variety in sentence structure
• attempts to follow conventions, but errors in usage may cause some confusion
• uses textual evidence without smooth or correct integration.
The essay
• uses diction that
is inappropriate at times; shows little or no variety in sentence structure
• contains errors
in grammar, punctuation, capitalization, or spelling that interfere with meaning
• contains little or no integrated textual evidence.
Unit 1 • The American Dream 57
Incomplete
EMBEDDED ASSESSMENT 1 continued
Reflection Have students respond to the questions and add them to the folder they are using for their portfolios.
Portfolio Be sure students use
this opportunity to move their unit work from the Working Folder into a Portfolio of work that represents not necessarily all of their work during the unit, but a collection of the work that represents important stages
in developing an understanding of what it is to be an American. Once you return their definition essays, you might have students staple
all their process work during the unit together.
SCORING GUIDE
When you score this Embedded Assessment, you may wish to make copies or download and print copies of the Scoring Guide from SpringBoard Digital. This way you can have a copy to mark for each student’s work.
To identify areas where your English learners could use additional support, see the English Language Development Rubric for Embedded Assessment 1 on page 100a.
9781457304675_TCB_SE_G11_U1_B1.indd 57
COMMON CORE STATE STANDARDS
W.11–12.2f: Provide a concluding statement or section that follows from and supports the
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information or explanation presented (e.g., articulating implications or the significance of the topic).
Additional Standards Addressed:
W.11–12.4; W.11–12.5; W.11–12.7; W.11–12.9a; W.11–12.9b; W.11–12.10; L.11–12.2b; L.11–12.3a
W.11–12.2d: Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
W.11–12.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Unit 1 • The American Dream 57
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.