Grade 4 – Expository Writing



Dysart Unified School District 4th GRADEInteractive Expository WritingLanguage Arts Summative Assessment 2Social Studies DBQ – Form B234632510096500Moving to Arizona“People move from place to place for many reasons.”Student NameSchoolDateCriteria for final draft must be present to be graded Teacher NameScore using the holistic rubric ________ (1-6)1=FFB 2=FFB 3=APP 4=Meets 5=Exceeds 6=Exceeds Overview: Document Based Questions (DBQs) used as the writing benchmark for Language Arts and Social Studies provide primary and secondary source materials related to a specific theme in which students are asked to: ? Analyze individual documents using literacy strategies and questions/activities provided (DAY 1-2)? Complete prewriting graphic organizer(s) and/or prewriting outline(s) (DAY 2-4)? As part of the writing process, draft a 5 paragraph essay response that answers the prompt? Revise, edit, and publish final response using the rubricSuggested Timeline and Protocol for TeachersDay 1-2Day 2-4Day 4-6 (+)Preview writing packet with students (students should have a copy and be shown on overhead)Explain procedures.Background Information section read and clarified.Analyze prompt for clarity.All students should be able to explain what the prompt asks.Read and discuss Strategies for Success.Review expectations with rubric. (Focus on Exceeds column. FFB and APR are not options.)Share prerequisitesCite references used Clear and legible Completed on time.Students begin analysis of documentsStudents must analyze, take notes, and respond to all questions for each document in complete sentences. Students must share and discuss their findings and add to their notes using the Listening and Speaking Rubric.*All work must be done in class. GRADES 3-5Complete pre-writing activities Graphic Organizers, Webs, research if necessary.Determine vocabulary needed to address the promptIt is highly suggested that students explain their thinking in the prewriting activities as a support in the use of documents.Students create thesis statements which clearly provide their opinion. Students will use the frame as a support in writing their thesis statements.Teacher should check that each student has a thesis statement.Students write a rough draft that addresses the prompt.Rough draft should include at least three paragraphs, introduction, explanation with evidence and a conclusion.Students should use not use conversational speaking or dialogue in their writing, such as “I am going to tell you about…” or “I hope you like this essay…”Students will peer-revise on the rough draft as guided by the material in this packet.Students will peer-edit.Student use scoring rubric to make final revisions on their own draft.Students complete their final draft.Rough draft will be handed in with final draft when complete.Final draft will be stapled with ONLY the cover sheet and rubric as instructed.Teacher will submit a sample to the district as requested.Strategies for SuccessPreview questions to set the purpose for reading the text. Underline/highlight direction words and specific topic words in the question. It is important that you fully understand the question to which you are responding. With every primary or secondary source document, realize that you need to analyze and identify the importance of that document in order to respond to the questions thoroughly. When reading a document, use reading strategies to help you understand. You should: slow down37433254127500write noteshighlightrereadpose questionsvisualizelook for patternsuse text featuressummarizeRemember that the DBQ/Writing Benchmark is intended to be a collaborative and thoughtful learning activity. You should be actively engaged in speaking, listening, and writing within your group.Speaking and Listening Rubric Grades 3-5Skills:Approaches - 1Meets - 2Exceeds - 3Preparation:Fails to read the material or skimmed itFails to take notes or notes are irrelevant Fails to complete or attempt assigned tasksActively pre-read the topic, including marking the text(if possible)Notes are presentDemonstrates understanding of relevant vocabulary wordsAttempts/completes assigned tasks, may have generated some questionsActively pre-read and understood the topic, including marking the text (if possible)Internalizes some information (notes may be used as a trigger for recall)Demonstrates understanding of relevant vocabulary wordsConnects prior knowledge to topicCompletes assigned tasks with accuracy and prepares questions.Rules and Roles:Speaks out of order/interruptsStrays from topic or taskDisrespectful or disruptiveIneffective use of timeTakes turns instead of talking over othersStays on task/topicRespects others’ roles Effective use of timeCompletes task/role as assignedExpresses own views while respectfully acknowledging others’ viewsStays on task/topic and encourages others to do the sameUpon task completion, helps others, and/or works ahead when appropriateQuestioning:Does not pose questions or poses questions that are off topicDoes not ask clarifying questionsDoes not answer questions or provides answers that are vague or off topicQuestions attempt to make obvious connectionsQuestions are based on personal observations and ideasAsks clarifying questions to check understandingMakes relevant comments that contribute to the discussionQuestions make connections between credible evidence, others’ views, and personal observationsAsks specific questions which elaborate on the remarks of others.Makes relevant comments that further understanding for the groupPoses questions beyond the basic facts, seeks extensions in learningPersonal Reflections:Disregards or ignores information expressed by othersDoes not develop point of view or refuses to consider changing point of viewDisengages from conversation when new information is presentedExpresses own views with supportConsiders changing position, but often doesn’t despite lack of evidenceWilling to ask for clarification when neededListens and accepts new information based on evidence providedReflects on own views in light of new informationRecognizes positions posed by othersUses substantial evidence in forming opinion(s).Main Ideas:Does not state main ideas and/or supporting details of information presented in multiple formats1. States (3rd gr.),2. Paraphrases (4th gr.) ??OR3. Summarizes (5th gr.):main ideas and few supporting details from information presented in multiple formats1. States (3rd gr.),2. Paraphrases (4th gr.) ???OR3. Summarizes (5th gr.):main ideas are supported with details from information presented in multiple formatsActive Listening:No eye contactNot paying attentionOff-taskSide talking/fidgetinginterruptingEye contactFacing the speakerNot making side conversations with othersHands and feet to themselvesAble to state the ideas of othersConstant eye contactConcentrated body language including head nodding and leaning forwardRestates the ideas of others with accuracy.4th Grade Document Based Question“People move from place to place for many reasons.”Background information:Arizona is located in the southern United States. Arizona’s population grew to over one million after World War II due to the economic boom in mining and agriculture. These industries have been replaced with manufacturing and computer industries and tourism. Arizona has limited sources of water and has been in a drought for over ten years.PROMPTExplain why people continue to move to Arizona even though it is in a drought. Support your explanation with evidence from the documents.59519989281100Think about: Do you know anyone who has recently moved to Arizona from somewhere that has a different climate than we do?Will Arizona continue to have enough water as more people move here?What are some natural wonders that people like to see when they are in Arizona? Possible Thesis Frame:People continue to move to Arizona even though it’s in a drought because __________________(fact/claim), _______________ (fact/claim), and ____________________(fact/claim).Document A: Use pictures and text for questions 1 and 2.Teacher Note: Using Close Reading strategies will aide in your students’ understanding of this complex text. Top 5 Reasons to Move to Arizona(Adapted from: )The Top 5 Reasons Why People Move to Arizona may differ depending on who you ask. Home is where the heart is, as they say. And if you love what the desert southwest has to offer, you will likely share the following 5 reasons why I believe people move here to Arizona.171450255905001. Weather. The weather is pretty hard to beat! Probably the most popular of the reasons why people move to Arizona is because our state has well over 300 days of nothing but sunshine and most folks would agree that that the weather here in Arizona is fabulous. To me it doesn't feel as hot as it did when I lived in Wisconsin or Minnesota. The humidity is nowhere near it is in the Midwest. Even during the Monsoon season, it still doesn't feel as hot back home where I used to live, which is another of the several reasons why people move to Arizona.2. Sunshine. With the continual sunshine and warmth that is everlasting, is also the abundance of golf courses, certainly the sunshine has a lot to do with why people move to Arizona.3. Wildlife. The wildlife is very much alive and abundant here in Arizona and I believe, the third reason why people move to Arizona. You don't have to travel far to get a glimpse of the many wildlife species.4. Housing. The housing market is exploding with new homes, thus qualifies for another one of the reasons why people move to Arizona. Although there has been a decline in home building, there are still many homes that continue to be built to accommodate the many people that continue to move here. Housing is very much a big reason why people move to Arizona.5. Natural Wonders. One of the other reasons why people move to Arizona are for the natural wonders. Just a few hours north of the Phoenix metropolitan area you are going to have access to the very famous Grand Canyon.Discuss the following questions with a partner or group, and write your responses below. According to this document, what are 5 reasons that people move to Arizona?Do any of the 5 reasons have any common themes? Can you think of a way to group any together for your body paragraph topics? Document B: Average temperatures in Arizona and the climate of the United States Use for the following questions.(Above Source: ) (Below Source: )Discuss the following questions with a partner or group, and write your responses below. 1. How does Arizona’s monthly average temperature compare with the U.S. average?2. What conclusions can you draw about the weather in Arizona compared with other parts of the U.S.?Document C: Population growth and projections and where we get our water Use the chart and text for the following questions. Interim Projections of the Total Population for the United States and States: April 1, 2000 to July 1, 2030Geographic AreaCensus April 1, 2000Projections July 1, 2005Projections July 1, 2010Projections July 1, 2015Projections July 1, 2020Projections July 1, 2025Projections July 1, 2030United States281,421,906295,507,134 308,935,581 322,365,787 335,804,546 349,439,199 363,584,435 .Alabama4,447,1004,527,166 4,596,330 4,663,111 4,728,915 4,800,092 4,874,243 .Alaska626,932661,110 694,109 732,544 774,421 820,881 867,674 .Arizona5,130,6325,868,004 6,637,381 7,495,238 8,456,448 9,531,537 10,712,397 .Arkansas2,673,4002,777,007 2,875,039 2,968,913 3,060,219 3,151,005 3,240,208 .California33,871,64836,038,859 38,067,134 40,123,232 42,206,743 44,305,177 46,444,861 .Colorado4,301,2614,617,962 4,831,554 5,049,493 5,278,867 5,522,803 5,792,357 .Connecticut3,405,5653,503,185 3,577,490 3,635,414 3,675,650 3,691,016 3,688,630 .Delaware783,600836,687 884,342 927,400 963,209 990,694 1,012,658 .District of Columbia572,059551,136 529,785 506,323 480,540 455,108 433,414 .Florida15,982,37817,509,827 19,251,691 21,204,132 23,406,525 25,912,458 28,685,769 .Georgia8,186,4538,925,796 9,589,080 10,230,578 10,843,753 11,438,622 12,017,838 .Hawaii1,211,5371,276,552 1,340,674 1,385,952 1,412,373 1,438,720 1,466,046 .Idaho1,293,9531,407,060 1,517,291 1,630,045 1,741,333 1,852,627 1,969,624 .Illinois12,419,29312,699,336 12,916,894 13,097,218 13,236,720 13,340,507 13,432,892 .Indiana6,080,4856,249,617 6,392,139 6,517,631 6,627,008 6,721,322 6,810,108 .Iowa2,926,3242,973,700 3,009,907 3,026,380 3,020,496 2,993,222 2,955,172 .Kansas2,688,4182,751,509 2,805,470 2,852,690 2,890,566 2,919,002 2,940,084 Source: U.S. Census Bureau, Population Division, Interim State Population Projections, 2005.Water Supply Questions and AnswersPhoenix's water supply is good, but please conserve water as a lifestyle. The Valley is dry, but reservoir levels are good, because most of our tap water comes from years of snow far north and east of the Valley. It’s everyone’s job to think about water…every time you use it…and use it responsibly. Phoenix has the water it needs - but none to waste.Q: What is the status of Phoenix's water supply? A: Phoenix's water supply is in good shape. Even though Phoenix remains in a regional period of climatic drought that has lasted more than 10?years, snow pack far north and east of the Valley has improved reservoir levels in the past several years. That snow, not Valley rain, supplies most of our tap water as it travels from far north and east of the Valley to Phoenix treatment plants, then to your tap. Q: From where does the city of Phoenix get its water?A: The city of Phoenix’s water supply comes primarily from the Salt River Project (SRP) which brings water by canal and pipeline from the Salt and Verde Rivers, and the Central Arizona Project (CAP)which transports Colorado River water. A small amount of Phoenix’s supply comes from wells, or groundwater. Q: How can Phoenix’s water supply be so good, when I keep hearing about drought and other areas that are considering water restrictions?A: Phoenix has had a hundred years of sure-handed water management. Extremely wise planning for drought in the desert and the fact that we have several water sources has kept Phoenix way ahead of the drought curve for decades. Phoenix diversified its water portfolio long ago and amended the city code to promote reuse of water and water conservation.(Source: )center0(Source: )00(Source: )Discuss the document questions below with a partner or in a group, and write your responses below. Make sure to refer back to the documents for evidence. What are the population projections for Arizona in 2015? 2020? 2030? What trend do you see happening with the population in Arizona? What inference can you draw about the water needed for populations through 2030?If someone says that Arizona will not have enough water if the population doubles by 2030 projections, would you agree? Why or why not? Document D: Use the text and photographs below for questions. center0Teacher Note: Using Close Reading strategies will aide in your students’ understanding of this complex text. Arizona's Natural WondersGRAND CANYON OF ARIZONAOne of the Seven Wonders of the World, the?Grand Canyon is an unbelievable spectacle of nature. It is a great, huge slash in the surface of the earth - 217 miles long, 4 to 18 miles wide and a mile deep, with the Colorado River flowing at the bottom. Standing at the edge, it is possible to imagine the turbulence of the earth millions of years ago when its crust was being formed. As far as the eye can see are great pinnacles of stone and rock with colors as varied as the rainbow and which change in hue with every passing hour. At the bottom is the Colorado (Spanish for red) River, which is still so swift and turbulent it carries half a million tons of silt in a single 24 hours past any given point. Alongside the river is Phantom Ranch, where many people stay overnight.In small side canyons are beautiful waterfalls and shimmering pools of turquoise water. The Havasupai Indians have lived for hundreds of years in one of these spectacularly beautiful but remote canyons. One of the Havasu waterfalls is higher than Niagara Falls. Grand Canyon is a National Park, and rangers have telescopes and strong field glasses mounted on the rim so visitors can see various magnified sections of the Canyon. There is also a model which shows the Canyon in its entirety. The rangers show movies and give lectures and answer questions for anyone who wants to know more about “America's Seventh Wonder of the World“ -one of the most beautiful, awe-inspiring sights to be seen anywhere on earth. (Source: - this is just an excerpt from the article)Optional related video: Note: Using Close Reading strategies will aide in your students’ understanding of this complex text. Arizona's Natural WondersGRAND CANYON OF ARIZONAOne of the Seven Wonders of the World, the?Grand Canyon is an unbelievable spectacle of nature. It is a great, huge slash in the surface of the earth - 217 miles long, 4 to 18 miles wide and a mile deep, with the Colorado River flowing at the bottom. Standing at the edge, it is possible to imagine the turbulence of the earth millions of years ago when its crust was being formed. As far as the eye can see are great pinnacles of stone and rock with colors as varied as the rainbow and which change in hue with every passing hour. At the bottom is the Colorado (Spanish for red) River, which is still so swift and turbulent it carries half a million tons of silt in a single 24 hours past any given point. Alongside the river is Phantom Ranch, where many people stay overnight.In small side canyons are beautiful waterfalls and shimmering pools of turquoise water. The Havasupai Indians have lived for hundreds of years in one of these spectacularly beautiful but remote canyons. One of the Havasu waterfalls is higher than Niagara Falls. Grand Canyon is a National Park, and rangers have telescopes and strong field glasses mounted on the rim so visitors can see various magnified sections of the Canyon. There is also a model which shows the Canyon in its entirety. The rangers show movies and give lectures and answer questions for anyone who wants to know more about “America's Seventh Wonder of the World“ -one of the most beautiful, awe-inspiring sights to be seen anywhere on earth. (Source: - this is just an excerpt from the article)Optional related video: Discuss with a partner or in a group, and write your responses below. Make sure to refer back to the documents for evidence. What words did the author use to describe the Grand Canyon?Do you think being home to this natural wonder encourages people to move to Arizona? Why or why not? Pre WritingDirections: Complete one of the following prewriting activities, and then use the information you organize to create a rough draft on a separate sheet of paper. Read the rubric for specific expectations for your 5-paragraph essay. Background information: Arizona is located in the southern United States. Arizona’s population grew to over one million after World War II, due to the economic boom in mining and agriculture. These industries have been replaced with manufacturing and computer industries and tourism. Arizona has limited sources of water and has been in a drought for over ten years.PROMPTExplain why people continue to move to Arizona even though it is in a drought. Support your explanation with evidence from the documents.59519989281100Think about: Do you know anyone who has recently moved to Arizona from somewhere that has a different climate than we do?Will Arizona continue to have enough water as more people move here?What are some natural wonders that people like to see when they are in Arizona? Possible Thesis Frame:People continue to move to Arizona even though it’s in a drought because __________________(fact/claim), _______________ (fact/claim), and ____________________(fact/claim).Planning Your Writing – Choose graphic organizer A, B. or one your teacher provides to plan and organize your essay. Be sure to include citations (Document A) here so you don’t forget them!Graphic Organizer AINTRODUCTION – Paragraph #1Attention Getter:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Bridge/Background information: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thesis Statement (Should correlate with each topic sentence): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________BODY:1ST BODY PARAGRAPHTopic Sentence (Should correlate with the thesis statement): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Main Point (Opinion or inference about topic sentence): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence (Facts, quotes, paraphrases, or summaries from sources): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Explanation/Elaboration (Explain how the above evidence supports your main point): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Conclusion/ Transition Sentence (Wrap up the topic and hint at the next topic): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________2ND BODY PARAGRAPHTopic Sentence (Should correlate with the thesis statement): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Main Point (Opinion or inference about topic sentence): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence (Facts, quotes, paraphrases, or summaries from sources): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Explanation/Elaboration (Explain how the above evidence supports your main point): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Conclusion/ Transition Sentence (Wrap up the topic and hint at the next topic): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________3RD BODY PARAGRAPHTopic Sentence (Should correlate with the thesis statement): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Main Point (Opinion or inference about topic sentence): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence (Facts, quotes, paraphrases, or summaries from sources): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Explanation/Elaboration (Explain how the above evidence supports your main point): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Conclusion/ Transition Sentence (Wrap up the topic and lead into the conclusion): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________CONCLUSION – Paragraph #5 (The final paragraph, which is at least two-three sentences, may restate the thesis statement in NEW WORDS, summarize the major points in the essay, predict an outcome related to the thesis, make an emotional appeal or a combination of these. The conclusion may also refer back to the opening anecdote, present a final quote that leaves the reader ultimately satisfied or use any device an introduction might use.)Restate the Thesis Statement and Main Points: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Leave the reader with a final thought: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-9525245110Paragraph #1 – IntroductionAttention Getter:Bridge/Background:Thesis Statement (Should correlate with each topic sentence):00Paragraph #1 – IntroductionAttention Getter:Bridge/Background:Thesis Statement (Should correlate with each topic sentence):Graphic Organizer B5502275138430002895600138430004724400368300Paragraph #4Topic SentenceMain Point #1 - Evidence Elaboration/ExplanationConclusion/Transition00Paragraph #4Topic SentenceMain Point #1 - Evidence Elaboration/ExplanationConclusion/Transition337185138430002381250372110Paragraph #3Topic SentenceMain Point #1 - Evidence Elaboration/ExplanationConclusion/Transition00Paragraph #3Topic SentenceMain Point #1 - Evidence Elaboration/ExplanationConclusion/Transition-9525377190Paragraph #2Topic SentenceMain Point #1 - Evidence Elaboration/ExplanationConclusion/Transition00Paragraph #2Topic SentenceMain Point #1 - Evidence Elaboration/ExplanationConclusion/Transition-952517780Paragraph #5 – ConclusionRestate the Thesis Statement and main points:Leave the reader with a final thought:00Paragraph #5 – ConclusionRestate the Thesis Statement and main points:Leave the reader with a final thought:Rough Draft: Now that you have organized your thoughts and planned your essay, begin your first draft on YOUR OWN paper. DO NOT FORGET YOUR CITATIONS! Citations will look like: (Document A)Peer RevisionName of Writer: __________________________________________________Name of Peer Editor: _____________________________________________Trade essays with a partner. You can mark on your partner’s rough draft with colored pencils/highlighters to help him/her as you go through these revision questions.Introduction:Circle the way in which the author attempted to capture the reader’s interest at the beginning of the introduction. ??????????????????Informational/Explanatory:Anecdote??? ???????????? ?????? Unusual fact??? ??? ??? ????? Startling statementCatchy quoteOther: _________________________________________________What is the author’s thesis (the last statement of the introduction that states the prompt)?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________With 5 being the BEST, how well does the introduction capture the reader’s interest? ????????????????????1 ???????? 2 ???????? 3 ???????? 4 ???????? 5What made it strong?What could make it better?Body Paragraphs:Highlight the citations.Underline the topic sentence in each body paragraph.Put a box around the two main points.Circle transition, linking words, or phrases.Underline the evidence: facts, definitions, and details from the articles about the topic in blue.Underline elaboration/explanations in red.What is the concluding sentence???????????????????????????????????????????????????????????????????????????????????Conclusion:How does the author make a lasting impression on the reader?With 5 being the BEST, how engaging and thoughtful was the conclusion? ????1 ???????? 2 ???????? 3 ???????? 4 ???????? 5What made it strong?What could make it better?Extra comments or suggestions:SELF-REFLECTION: Remember, this is your paper. If you disagree with any of the comments about the revision of your content, it is up to you to decide whether or not to make changes.Editing:Identify spelling, punctuation, and capitalization errors.Use a green colored pencil to mark capitalization errors that need to be fixed.Use a red colored pencil to mark punctuation errors that need to be fixed.Use a purple colored pencil to circle misspelled words.SELF-REFLECTIONREMEMBER: This is your paper. If you don’t agree with an editing correction made by your partner, you should use a dictionary or check the rules for grammar to make a final decision.Use the Expository Revision Checklist, Editing Checklist, and the Holistic Rubric to improve your writing to the Score Point 5 and 6.Expository Revision ChecklistDid I…YesNo-Write a thesis statement?-Include supporting details?-Write an interesting beginning?-Stay on topic?-Organize my ideas thought the essay?-Use supporting evidence from the documents?-Explain what the evidence means to my thesis.-Write a conclusion restating my thesis statement?-Include citations from my sources correctly?Expository Editing ChecklistDid I…YesNo-Use complete sentences?-Use a variety of sentence types?-Use precise vocabulary?-Use all other grammar, punctuation and capitalization rules to the best of my ability?-Spell check?Holistic Rubric for Self EvaluationUse this rubric to tell the teacher what to notice about your writing.Circle the comments that best show how good your paper is.Score Point 6Exceptional clarity, focus, and control of the topic.Rich, relevant, and credible details.A strong sequence of events.Carefully chosen words and clear sentences/ideas.A strong voice from the writer that the reader can sense.Strong conventions with very few errors.Grade: Exceeds Score Point 5Clarity, focus, and control of the topic.Balanced details.A relevant beginning and ending.A variety of words and sentences that sound natural.A good voice from the writer that the reader can sense.Good use of conventions with few errors.Grade: ExceedsScore Point 4Adequate ideas with an order that might be ordinary.Mostly relevant details that are clear. Sequence of events may become weak.Effective word choice that is common.A sense of voice is present.Good conventions where errors don’t affect the reading of the piece.Grade: MeetsScore Point 3Simple ideas but not very interesting.Details become a little unclear.A weak sequence of events and possible out of order.Repetition of words and misused.A weak voice and little sense of audience.Many errors in conventions affect the reading of the piece.Grade: ApproachesScore Point 2Very simple and unclear ideas.Details are weak or are missing.Missing parts of the sequence of events.Repetitive words used and it becomes awkward sounding.No voice present and may sound choppy and like rambling.Many errors in conventions and it becomes hard to read. Grade: FFBScore Point 1No purpose or clear ideas.Very little or no details.No clear sequence of events.Limited vocabulary used and very basic words.No voice present or sense of audience.Severe and frequent errors in conventions.Grade: Falls Far BelowScore:FFB 1-2APR 3Meets 4EX 5-6Final ResponseThe following prerequisites must be present in order for DBQ/writing benchmark to be graded. Clear and legible writing Cite references – use and cite documents to support writingUse pencil or blue/black ink5-Paragraph Essay FormatFinal 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______________________________________________________________________________________________________Holistic Rubric – Grades 3-12SCORE POINT 6Response is sophisticated and skillful in written communication, demonstrated byexceptional clarity, focus, and control in development and organization that often shows insight.in-depth and/or creative exploration of the topic using rich, relevant, and credible details.a strong, perhaps creative, beginning, and a satisfying conclusion.specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.intentional and committed interaction between the writer and the reader.effective and/or creative use of a wide range of conventions with few errors.insightful with no historical errors.makes original and specific connections using resources.uses background knowledge for all support content.thesis is prompt-driven and fits seamlessly in opening paragraph.relies on a variety of the documents and includes outside resources, all of which are cited correctlySCORE POINT 5Response is excellent and skillful in written communication, demonstrated byclarity, focus, and control in topic development and organizationa balanced and thorough explanation of the topic using relevant details.an inviting beginning and a satisfying sense of closure.a broad range of carefully chosen words crafted into phrases and varied sentences that sound natural.awareness of the reader and commitment to the audience and topic.effective use of a wide range of conventions with few errors.accurate, may contain only minor historical errors.makes obvious connections using relevant resources.uses background knowledge consistently.includes clear thesis statement in the opening paragraph.appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctlySCORE POINT 4Response is appropriate and acceptable in written communication, demonstrated byideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic.relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.a recognizable beginning and ending, although one or both may be somewhat weak.effective word choice that is functional and, at times, shows interaction between writer and audience. somewhat varied sentence structure with good control of simple constructions a natural sound.control of standard conventions although a wide range is not used; errors that do not impede readability.accurate, may contain only minor historical errors.makes connections using some resources.uses background knowledge thesis statement is clear.cites multiple documents correctlySCORE POINT 3Response is inadequate in written communication, demonstrated bybroad or simplistic ideas that are understood but often ineffective.attempts at organizing that are inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.reliance on clichés and overused words that do not connect with the reader; limited audience awareness.monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.limited control of standard conventions with significant errors.Historically accurate but overly generalloosely makes connections to some resources.uses background knowledge/facts with some connections. includes a thesis, though it is not very clear.cites multiple documents correctly SCORE POINT 2Response is poor in written communication, demonstrated byoverly simplistic and sometimes unclear ideas that have insufficiently developed details.sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.missing beginning and/or ending.repetitive, monotonous, and often misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.lack of audience awareness.little control of basic conventions resulting in errors impeding readability.Contains multiple historical errorsloosely uses background knowledge/facts with no connections.includes a general topic statement, but not a thesisuses more than one document correctly but relies on one document OR cites only one documentSCORE POINT 1Response is inferior in written communication, demonstrated bylack of purpose or ideas and anization that obscures the main point.an attempt that is too short to offer coherent development of an idea, if it is stated.extremely limited vocabulary that shows no commitment to communicating a message.sentences with confusing word order that may not permit oral reading.severe and frequent errors in conventions.has significant historical misinterpretation.no apparent thesis or topic statement.CITATIONS are a pre-requisite for scoring. ................
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