Page 77 - SpringBoard_Writing_Workshop_Grade6_Flipbook

Writing Workshop 6 (continued)
SCORING GUIDE
Scoring Criteria
Exemplary
The presentation
• leads with an effective,
engaging introduction
• effectively sequences
ideas and uses meaningful transitions to clarify the relationship among ideas
• provides an insightful conclusion that follows from and supports the research presented
12 SpringBoard® Writing Workshop with Grammar Activities Grade 6
Proficient
The presentation
• presents a clear and
focused introduction
• sequences ideas and
uses transitions to
create coherence
• provides a conclusion
that connects the larger ideas presented in the research
Emerging
The presentation
• contains an
underdeveloped and/or unfocused introduction
• presents disconnected ideas and limited use of transitions
• contains an underdeveloped or unfocused conclusion
Incomplete
Development of Ideas
The presentation
• communicates a well-
developed answer to a
research question
• presents relevant and
credible information from multiple sources to thoroughly
guide the reader’s understanding of the main ideas
• incorporates quotes or paraphrases the ideas of others effectively while providing standard bibliographic information
The presentation
• presents a clear
answer to a research
question
• uses credible
information from relevant sources to guide the reader’s understanding of the main ideas
• uses quotes or paraphrases the data and conclusions of others while providing basic bibliographic information
The presentation
• presents an unfocused
and/or minimally developed answer to a research question
• contains information that may not be credible and/or may confuse the reader’s understanding of the main ideas
• contains few quotes or paraphrasing of others’ ideas and/or provides incomplete bibliographic information
The presentation
• does not present
an answer to a
research question
• does not support
main idea with
information
• lacks a
bibliography or works cited page
Organizational Structure
The presentation
• contains an
underdeveloped and/or unfocused introduction
• presents disconnected ideas and no use of transitions
• lacks a conclusion
Use of Language
The presentation
• uses diction that is
deliberately chosen to
the research topic
• uses a variety of
sentence structures to enhance the explanation
• demonstrates technical command of conventions of standard English, including correct punctuation of quotations
The presentation
• uses diction that is
appropriate to the
research topic
• uses a variety of
sentence structures
• demonstrates
general command
of conventions;
minor errors in punctuation, including punctuation of quotations, grammar, capitalization, or spelling do not interfere with meaning
The presentation
• uses diction that is
inappropriate at times
to the research topic
• shows little or no
variety in sentence
structure
• demonstrates
limited command
of conventions; errors in grammar, punctuation, including punctuation of quotations, capitalization, or spelling interfere with meaning
The presentation
• uses diction that
is inappropriate to
the research topic
• shows no variety
in sentence
structure
• makes frequent
errors in grammar, punctuation, including punctuation
of quotations, capitalization, or spelling interfere with meaning
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