Page 77 - ELA_CA_HighSchool_Sampler_Flipbook

EMBEDDED
ASSESSMENT 2
continued
Writing a Synthesis Paper
SCORING GUIDE
Scoring Criteria
Exemplary
Proficient
The essay
• makes an effective
claim with a specific
position
• develops an
argument sufficiently by integrating evidence from a variety of texts and personal experiences.
Emerging
The essay
• has a clearly stated
and strongly maintained claim that takes a specific position
• develops the argument effectively by integrating relevant evidence from a variety of texts and personal insights.
The essay
• has an unclear
or insufficiently maintained claim, lacks focus, or does not take a position
• uses vague, irrelevant, or insufficient evidence to develop the argument.
Incomplete
Ideas
The essay
• is not coherent and
does not make a clear claim or state a position
• provides little or no evidence to develop an argument.
Structure
The essay
• uses an effective
organization that establishes clear relationships among claims, counterclaims, reasons, and evidence
• introduces
ideas smoothly, develops claims
and counterclaims fairly, and provides a satisfying conclusion
• uses appropriate and varied transitions.
The essay
• uses an adequate
organization that establishes relationships among claims, counterclaims, reasons, and evidence
• introduces ideas, develops claims and counterclaims, and provides a conclusion
• uses some varied transitions.
The essay
• uses an inconsistent
or confusing
organization
• does not develop
claims and counterclaims and/or conclude ideas
• uses weak, repetitive, or insufficient transitions.
The essay
• uses a confusing
organization and/or
does not link ideas
• does not develop
claims and counterclaims or provide a conclusion
• uses weak or no transitions.
Use of Language
The essay
• uses diction and
syntax that convey a formal, authoritative voice
• correctly embeds and punctuates parenthetical citations
• demonstrates strong command of conventions for grammar, usage, capitalization, punctuation, and spelling.
The essay
• uses diction and
syntax that convey a
formal voice
• uses generally
correct parenthetical citations, with appropriate punctuation
• demonstrates adequate command of conventions for grammar, usage, capitalization, punctuation, and spelling.
The essay
• does not use
appropriate diction or
formal voice
• omits parenthetical
citations
• demonstrates
partial or insufficient command of conventions; errors in grammar, usage, capitalization, punctuation, and/ or spelling interfere with meaning.
The essay
• uses inappropriate
diction and informal
voice
• omits parenthetical
citations
• demonstrates
little command
of conventions; numerous errors in grammar, usage, capitalization, punctuation, and/ or spelling interfere with meaning.
TEACHER
EMBEDDED ASSESSMENT 2 continued
7 Editing and Publishing: Be sure to provide access to appropriate tools for final editing and publication, such as a dictionary, thesaurus, spell- check program, grammar handbook, and style guide.
TO TEACHER
Consider asking each writing group to contribute one or two model sentences that demonstrate sentence variety through the use of parallel structure, phrases, and semicolons. Post these to inspire other students to experiment
with syntax.
8 Reflection: These questions are meant to encourage students to reflect on their learning and set goals for future performance. The reflection questions that follow each Embedded Assessment will become part of a student’s Portfolio collection. Over time, these questions will help students build the capacity for self-reflection and you can use them to assess students’ metacognitive skills.
Portfolio Give students time to organize their work leading up to Embedded Assessment 2 and move it into their portfolios. Keeping
a portfolio of work during the
year is an important strategy for having students go through regular self-evaluations of their academic progress.
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.
102 SpringBoard® English Language Arts Grade 10 COMMON CORE STATE STANDARDS
102 SpringBoard® English Language Arts Grade 10
W.9–10.1e: Provide a concluding statement
9781457304668_TCB_SE_G10_U1_B2.indd 102 10/2/15 10:51 PM
or section that follows from and supports the argument presented.
W.9–10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
L.9–10.2c: Spell correctly.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.