Page 125 - SpringBoard_ELA_Grade8_Flipbook

embedded Writing a definition essay aSSeSSmeNT 2
SCORING GUIDE
Ideas
Scoring Criteria
Exemplary
The essay
• uses all three
strategies of definition effectively to define a hero
• maintains a precise and original thesis
• integrates relevant
supporting details and evidence (quotes and paraphrases) with citations and commentary.
Proficient
The essay
• uses strategies of
definition (function, example, negation) to define a hero
• maintains a clear thesis
• includes adequate supporting details and evidence (quotes and paraphrases) with citations and commentary.
Emerging
The essay
• uses insufficient
strategies of definition to define a hero
• has an unclear or unfocused thesis
• includes inadequate supporting details and evidence; may have inconsistent citations and/or weak commentary.
Incomplete
The essay
• introduces the
main idea with an engaging hook, bridge, and thesis
• organizes ideas into focused support paragraphs that progress smoothly
• creates coherence with the purposeful use of a variety of transitions and topic sentences
• provides an insightful conclusion.
98 SpringBoard® English Language Arts Grade 8
The essay
• introduces the topic
with a hook, bridge,
and thesis
• organizes ideas into
support paragraphs that progress logically
• creates coherence with the use of transitions and topic sentences
• provides a conclusion that follows from the ideas presented.
The essay
• includes an
ineffective or partial
introduction
• has unrelated,
undeveloped, or insufficient support paragraphs
• uses transitions and topic sentences ineffectively or inconsistently
• provides a weak, illogical, or repetitive conclusion.
The essay
• does not define a
hero using strategies
of definition
• has no discernible
thesis
• lacks supporting
details, citations, and/or commentary.
Structure
The essay
• lacks an introduction
• has minimal, absent,
or flawed support
paragraphs
• uses few or no
transitions and topic
sentences
• lacks a conclusion.
Use of Language
The essay
• uses consistent
diction and style appropriate for an academic audience
• demonstrates command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage (including complex sentences).
The essay
• uses diction and
style that is generally appropriate for an academic audience
• demonstrates adequate command of the conventions
of standard English capitalization, punctuation, spelling, grammar, and usage (including complex sentences).
The essay
• uses diction or a
style that is basic or inappropriate to an academic audience
• demonstrates partial or inconsistent command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage.
The essay
• uses flawed diction
• lacks command of
the conventions of standard English capitalization, punctuation, spelling, grammar, and usage; frequent errors obscure meaning.
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