Page 27 - SpringBoard_Writing_Workshop_Grade7_Flipbook

Writing Workshop 2 (continued)
SCORING GUIDE
Scoring Criteria
Exemplary
The essay
• leads with a convincing
and engaging
introduction
• uses meaningful
transitions
• logically organizes
sound 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 7
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
thesis and position
statements
• supports reasons with
convincing evidence based on fact (not opinion) and effective commentary
• convincingly anticipates and respond to possible counterarguments.
The essay
• presents a clear
thesis and position
statements
• supports reasons
with relevant evidence based on fact (not opinion) and commentary
• recognizes possible counterarguments.
The essay
• presents a limited
thesis and/or unfocused position statements
• contains reasons with insufficient evidence and confuses fact with opinion; uses vague commentary
• does not
recognize possible counterarguments.
The essay
• lacks a clear claim to
be proven
• contains irrelevant
or insufficient
reasoning
• does not present
or address counterarguments.
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 to
enhance the effect • uses diction that is
deliberately chosen for the topic, audience, and purpose
• incorporates rhetorical appeals of logos and pathos effectively
• 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
• incorporates some rhetorical appeals for logos and pathos
• demonstrates general command of standard English conventions; minor errors do
not interfere with meaning.
The essay
• shows little or no
variety in sentence
structure
• uses inappropriate
diction for the topic,
audience, and purpose • uses few or no
rhetorical appeals for
ethos or pathos • 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
• uses no rhetorical appeals
• demonstrates limited command of standard English conventions; multiple serious errors interfere
with meaning.
© 2017 College Board. All rights reserved.