Washington Grade 7
Washington Grade 7
Content, Style, and Organization Scoring Guide
|Points |Description |
|4 |maintains consistent focus on topic and has selected and relevant details |
| |has a logical organizational pattern and conveys a sense of completeness and wholeness |
| |provides transitions which clearly serve to connect ideas |
| |uses language effectively by exhibiting word choices that are engaging and appropriate for intended audience and purpose |
| |includes sentences, or phrases where appropriate, of varied length and structure |
| |allows the reader to sense the person behind the words |
|3 |maintains adequate focus on the topic and has adequate supporting details |
| |has a logical organizational pattern and conveys a sense of wholeness and completeness, although some lapses occur |
| |provides adequate transitions in an attempt to connect ideas |
| |uses adequate language and appropriate word choices for intended audience and purpose |
| |includes sentences, or phrases where appropriate, that are somewhat varied in length and structure |
| |provides the reader with some sense of the person behind the words |
|2 |demonstrates an inconsistent focus and includes some supporting details, but may include extraneous or loosely related material |
| |shows an attempt at an organizational pattern, but exhibits little sense of wholeness and completeness |
| |provides transitions which are weak or inconsistent |
| |has a limited and predictable vocabulary which may not be appropriate for the intended audience and purpose |
| |shows limited variety in sentence length and structure |
| |attempts somewhat to give the reader a sense of the person behind the words |
|1 |demonstrates little or no focus and few supporting details which may be inconsistent or interfere with the meaning of the text |
| |has little evidence of an organizational pattern or any sense of wholeness and completeness |
| |provides transitions which are poorly utilized, or fails to provide transitions |
| |has a limited or inappropriate vocabulary for the intended audience and purpose |
| |has little or no variety in sentence length and structure |
| |provides the reader with little sense of the person behind the words |
|Z |response is “I don’t know”; response is a question mark (?); response is one word; response is only the title of the prompt; or |
| |the prompt is simply recopied |
Washington Grade 7
Conventions Scoring Guide
May 2004
|Points |Description |
|2 |consistently follows the rules of Standard English for usage |
| |consistently follows the rules of Standard English for spelling of commonly used words |
| |consistently follows the rules of Standard English for capitalization |
| |consistently follows the rules of Standard English for punctuation |
| |exhibits the use of complete sentences except where purposeful phrases or clauses are used for effect |
| |indicates paragraphs consistently |
|1 |generally follows the rules of Standard English for usage |
| |generally follows the rules of Standard English for spelling of commonly used words |
| |generally follows the rules of Standard English for capitalization |
| |generally follows the rules of Standard English for punctuation |
| |generally exhibits the use of complete sentences except where purposeful phrases are used for effect |
| |indicates paragraphs for the most part |
|0 |mostly does not follow the rules of Standard English for usage |
| |mostly does not follow the rules of Standard English for spelling of commonly used words |
| |mostly does not follow the rules of Standard English for capitalization |
| |mostly does not follow the rules of Standard English for punctuation |
| |exhibits errors in sentence structure that impede communication |
| |mostly does not indicate paragraphs |
|Z |response is “I don’t know”; response is a question mark (?); response is one word; response is only the title |
| |of the prompt; or the prompt is simply recopied |
Essay Grading Sheet Name _____________________
Period _______
Assignment: Write an expository essay that addresses the prompt –
Use this sheet to score your letters to King Hiero II. Peers evaluate the 1st draft. Student evaluates her or his final draft. Then the teacher (King Hiero II) will evaluate the final draft.
|Student Evaluation: | |
|Content, Organization and Style |Conventions |
|Circle the score you feel you earned. |Circle the score you feel you earned. |
|4 3 2 1 Z |2 1 0 Z |
|Please explain why you feel you earned this score. You may use phrases|Please explain why you feel you earned this score. You may use phrases|
|from the scoring guide. Please use examples from your essay. |from the scoring guide. Please use examples from your essay. |
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|Peer Evaluation: | |
|Content, Organization and Style |Conventions |
|I feel you earned: |I feel you earned: |
|4 3 2 1 Z |2 1 0 Z |
|This is what I see in your writing that helped you earn this score: |This is what I see in your writing that helped you earn this score: |
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|Teacher Evaluation: | |
|Content, Organization and Style |Conventions |
|I feel you earned: |I feel you earned: |
|4 3 2 1 Z |2 1 0 Z |
|This is what I see in your writing that helped you earn this score: |This is what I see in your writing that helped you earn this score: |
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The Density Dilemma Rubric
| |Beginning |Developing |Accomplished |Exemplary |Score |
| |1 |2 |3 |4 | |
|Student |1 or 2 of exemplary elements with some |2 or 3 exemplary elements with a basic |3 out of 4 exemplary elements with a good |Chart has a title, labels for rows and | |
|constructs and |understanding of the task. |understanding of the task. |understanding of the task. |column, correct units of measurement, and | |
|completes chart. | | | |density correctly calculated. | |
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|Student provides |Answers to questions indicate student has |Answers to questions indicate student has a|Answers to questions indicate student, |Answers to questions indicate student, | |
|answers to |some understanding of the concept of |basic understanding of the concept of |using analysis, has a good understanding |using analysis, has a full and complete | |
|questions which |density. |density. |of the concept of density. |understanding of concept of density. | |
|clarify thinking.| | | | | |
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|Student composes |Student cites 1 or 2 elements of supporting|Student cites 2 or 3 elements of supporting|Student, using analysis, cites 2 or 3 |Student, using analysis, has a full and | |
|a letter |evidence for persuasion which show some |evidence for persuasion which show a basic |elements of supporting evidence which show |complete answer which cites the definition | |
|using scientific |understanding of the task/problem. |understanding of the task/problem. |a good understanding of the task/problem. |of density, the mathematical calculations, | |
|information to | | | |reference to the chart "Density of common | |
|persuade the king| | | |substances", in a coherent logical | |
|of the correct | | | |presentation of evidence to persuade. | |
|identification of| | | | | |
|the gold crown. | | | | | |
|Stated Objective |Description of identifiable performance |Description of identifiable performance |Description of identifiable performance |Description of identifiable performance | |
|or Performance |characteristics reflecting a beginning |characteristics reflecting development and |characteristics reflecting mastery of |characteristics reflecting the highest | |
| |level of performance. |movement toward mastery of performance. |performance. |level of performance. | |
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