Page 273 - SpringBoard_ELA_Grade6_Flipbook

embedded aSSeSSmeNT 2
Writing an argumentative letter
SCORING GUIDE
Ideas
Scoring Criteria
Exemplary
The letter
• supports a claim
with compelling reasons, evidence, and commentary, including relevant facts, details, quotes, paraphrases, and rhetorical appeals (pathos, logos)
• avoids plagiarism by including proper and thorough citations.
Proficient
The letter
• supports a claim
with sufficient reasons, evidence, and commentary, including adequate facts, details, quotes, paraphrases, and rhetorical appeals (pathos, logos)
• avoids plagiarism by including basic citations.
Emerging
The letter
• has an unclear or
unfocused claim and/or insufficient support such as unrelated, weak, or inadequate facts, details, quotes, paraphrases, and rhetorical appeals (pathos, logos)
• includes partial or inaccurate citations.
Incomplete
246 SpringBoard® English Language Arts Grade 6
The letter
• follows a logical
organizational structure, including an introduction
with a hook and
a conclusion that follows from the argument presented
• uses transitional strategies to clarify and link ideas.
The letter
• follows a flawed
or uneven organizational structure; may have a weak introduction and/or conclusion
• uses basic transitional strategies ineffectively or inconsistently.
The letter
• has no obvious claim
or provides minimal
or inaccurate support
• lacks citations and/or
appears plagiarized.
Structure
The letter
• follows an effective
organizational structure, including an engaging introduction and a thoughtful conclusion
• uses a variety of effective transitional strategies to create coherence.
The letter
• has little or no
organizational
structure
• uses few or no
transitional strategies.
Use of Language
The letter
• uses persuasive and
connotative diction
• demonstrates
command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage
• maintains an engaging and appropriate style and tone.
The letter
• uses some
persuasive and/or
connotative diction
• demonstrates
adequate command of the conventions
of standard English capitalization, punctuation, spelling, grammar, and usage
• maintains an appropriate style and tone.
The letter
• uses basic or weak
diction
• demonstrates
partial command
of the conventions
of standard English capitalization, punctuation, spelling, grammar, and usage
• maintains an inconsistently appropriate style and/or tone.
The letter
• uses confusing or
vague diction
• lacks command of the conventions of
standard English capitalization, punctuation, spelling, grammar, and usage; frequent errors obscure meaning
• has an inappropriate style and/or tone.
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