Page 27 - SpringBoard_Writing_Workshop_Grade6_Flipbook

Writing Workshop 2 (continued)
SCORING GUIDE
Scoring Criteria
Exemplary
The essay
• leads with a convincing
and engaging
introduction
• uses meaningful
transitions to guide understanding of the relationship among ideas
• logically organizes relevant evidence
• effectively sequences ideas to support the argument
• provides a thoughtful conclusion that follows from the position to extend thinking
12 SpringBoard® Writing Workshop with Grammar Activities Grade 6
Proficient
The essay
• presents a clear and
focused introduction • uses transitions to
create coherence
• orders evidence in a way
that generally supports
the argument
• sequences ideas to
generally support the
argument
• provides a conclusion
that connects the larger ideas presented
Emerging
The essay
• contains an
underdeveloped and/or
unfocused introduction • makes limited use of
transitions
• does not present
evidence in a logical
order
• presents ideas in an
unorganized way • contains an
underdeveloped or unfocused conclusion
Incomplete
Ideas
The essay
• asserts an insightful
claim and position
• supports reasons with
convincing evidence based on fact (not opinion) and clear, effective commentary
• convincingly anticipates possible alternative or opposing viewpoints
The essay
• presents a clear claim
and position
• supports reasons with
relevant evidence based on fact (not opinion) and commentary
• mentions possible alternative or opposing viewpoints
The essay
• presents a limited or
unfocused claim and
position
• contains reasons with
insufficient evidence that sometimes confuses fact with opinion and vague commentary
• does not mention alternative or opposing viewpoints
The essay
• lacks a clear claim
to be proven
• contains irrelevant
or insufficient
reasoning
• does not present
any alternative points of view
Structure
The essay
• contains a minimal
or incomplete
introduction
• uses few or no
meaningful
transitions
• uses a confusing
organization for
evidence and ideas • provides a minimal conclusion or none
at all
Use of Language
The essay
• uses a variety of
sentence structures • Uses diction that is
deliberately chosen for the topic, audience, and purpose
• pronoun use in number and person is consistently correct
• 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 • pronoun use in number
and person is usually
correct
• demonstrates general
command of standard English conventions; minor errors in punctuation, grammar, capitalization, or spelling do not interfere with meaning
The essay
• shows little or no variety
in sentence structure • uses inappropriate
diction for the topic,
audience, and purpose • pronoun use in number
and person is not
consistently correct • demonstrates
limited command
of standard English conventions; errors in grammar, punctuation, capitalization, or spelling interfere with meaning
The essay
• shows little or no
variety in sentence
structure
• uses diction that is
inappropriate for the topic, audience, and purpose
• pronoun use is confusing
• demonstrates limited command of standard English conventions; multiple serious errors interfere with meaning
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