State of Texas Assessments of Academic Readiness

STAAR?

State of Texas Assessments of Academic Readiness

Grade 7 Writing

Expository Scoring Guide

March 2016

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Grade 7 Writing Expository Prompt

READ the information in the box below.

In the children's book The Little Engine That Could, an engine succeeds in pulling a train over a mountain by repeating the words "I think I can." The story is so well known and motivational that it has been used in many songs, films, speeches, and advertisements throughout popular culture.

THINK carefully about the following question.

Is a positive attitude necessary for success?

WRITE an essay explaining whether a positive attitude helps a person be successful.

Be sure to --

ll clearly state your controlling idea ll organize and develop your explanation effectively ll choose your words carefully ll use correct spelling, capitalization, punctuation, grammar, and sentences

STAAR Grade 7 Expository

Score Point 1

The essay represents a very limited writing performance.

Organization/Progression

qq The organizing structure of the essay is inappropriate to the purpose or the specific demands of the prompt. The writer uses organizational strategies that are only marginally suited to the explanatory task, or they are inappropriate or not evident at all. The absence of a functional organizational structure causes the essay to lack clarity and direction.

q Most ideas are generally related to the topic specified in the prompt, but the controlling idea is missing, unclear, or illogical. The writer may fail to maintain focus on the topic, may include extraneous information, or may shift abruptly from idea to idea, weakening the coherence of the essay.

q The writer's progression of ideas is weak. Repetition or wordiness sometimes causes serious disruptions in the essay. At other times the lack of transitions and sentenceto-sentence connections causes the writer to present ideas in a random or illogical way, making one or more parts of the essay unclear or difficult to follow.

Development of Ideas

qq The development of ideas is weak. The essay is ineffective because the writer uses details and examples that are inappropriate, vague, or insufficient.

q The essay is insubstantial because the writer's response to the prompt is vague or confused. In some cases, the essay as a whole is only weakly linked to the prompt. In other cases, the writer develops the essay in a manner that demonstrates a lack of understanding of the expository writing task.

Use of Language/Conventions

qq The writer's word choice may be vague or limited. It reflects little or no awareness of the expository purpose and does not establish a tone appropriate to the task. The word choice may impede the quality and clarity of the essay.

q Sentences are simplistic, awkward, or uncontrolled, significantly limiting the effectiveness of the essay.

q The writer has little or no command of sentence boundaries and age-appropriate spelling, capitalization, punctuation, grammar, and usage conventions. Serious and persistent errors create disruptions in the fluency of the writing and sometimes interfere with meaning.

Texas Education Agency Student Assessment Division

March 2016

STAAR Grade 7 March 2016

Expository -- 1

Score Point 1 The controlling idea of this very limited writing performance is that "a positive attitude . . . does make you be successful." Instead of explaining how a positive attitude leads to success, the writer confuses the idea of having a positive attitude with the idea of helping others. The sentence-to-sentence connections are random as the writer moves from the example of helping "a old lady walking by her self caring Grocery's at night" to "if you have a good attitude problaly something good will happen to you" to "make your dreams come true." The writer uses periods only at the ends of paragraphs, demonstrating little command of sentence boundaries, and awkward sentences interfere with the fluency of the writing.

STAAR Grade 7 March 2016

Expository -- 2

Score Point 1 This vague, repetitious response introduces the controlling idea that "It is important to be positive for you to be successful," but the writer does not develop the idea with any specificity (everything you do; anything and everything you participate in; in life). Most of the essay is devoted to restating the controlling idea (You should always be positive; You should never be negative; everyone should always be positive; If you are always positive), leading to a weak progression of ideas and resulting in a very limited writing performance.

STAAR Grade 7 March 2016

Expository -- 3

Score Point 1 In this very limited response, the writer provides an extended example of the process for using a positive attitude to coerce someone to confess why he/she did something wrong. A missing controlling idea, along with development that is only vaguely related to explaining whether a positive attitude helps a person be successful, demonstrates a lack of understanding of the expository task. In addition, the lack of sentence boundaries impedes the progression of ideas and significantly limits the effectiveness of the essay.

STAAR Grade 7 March 2016

Expository -- 4

Score Point 1 The controlling idea of this response is unclear because the writer abruptly shifts from idea to idea. At first, it appears that the controlling idea is that "A positive attitude helps a person influence themselves not to do wrong things instead they do the right things." However, instead of providing support for this idea, the writer introduces several other ideas about positive attitudes (inspire other people; People would appreciate them; can get them somewhere in life one day). The random progression of ideas and lack of sentence-to-sentence connections make the essay difficult to follow. Vague word choice, along with uncontrolled sentences and errors in conventions, sometimes interferes with meaning. Overall, this response demonstrates a very limited writing performance.

STAAR Grade 7 Expository

Score Point 2

The essay represents a basic writing performance.

Organization/Progression

qq The organizing structure of the essay is evident but may not always be appropriate to the purpose or the specific demands of the prompt. The essay is not always clear because the writer uses organizational strategies that are only somewhat suited to the expository task.

q Most ideas are generally related to the topic specified in the prompt, but the writer's controlling idea is weak or somewhat unclear. The lack of an effective controlling idea or the writer's inclusion of irrelevant information interferes with the focus and coherence of the essay.

q The writer's progression of ideas is not always logical and controlled. Sometimes repetition or wordiness causes minor disruptions in the flow of the essay. At other times transitions and sentence-to-sentence connections are too perfunctory or weak to support the flow of the essay or show the relationships among ideas.

Development of Ideas

qq The development of ideas is minimal. The essay is superficial because the writer uses details and examples that are not always appropriate or are too briefly or partially presented.

q The essay reflects little or no thoughtfulness. The writer's response to the prompt is sometimes formulaic. The writer develops the essay in a manner that demonstrates only a limited understanding of the expository writing task.

Use of Language/Conventions

qq The writer's word choice may be general or imprecise. It reflects a basic awareness of the expository purpose but does little to establish a tone appropriate to the task. The word choice may not contribute to the quality and clarity of the essay.

q Sentences are awkward or only somewhat controlled, weakening the effectiveness of the essay.

q The writer demonstrates a partial command of sentence boundaries and ageappropriate spelling, capitalization, punctuation, grammar, and usage conventions. Some distracting errors may be evident, at times creating minor disruptions in the fluency or meaning of the writing.

Texas Education Agency Student Assessment Division

March 2016

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