Scoring Guides for Ideas, Organization, Style, and Conventions · Ideas are not focused on the task...

RMEAP Fall 2010 Grade 4 Informational Writing Scoring Guides for Ideas,

Organization, Style, and Conventions

RMEAP Fall 2010 Grade 4 Informational Writing

Ideas Scoring Guide

Writing - Grade 4 Released Items Fall 2010

MDE/MEAP RELEASED ITEMS 2

Mic

higa

n Ed

ucat

iona

l Ass

essm

ent P

rogr

amA

naly

tic

Ru

bri

c In

form

ati

on

al

Wri

tin

gG

rad

es

4 a

nd

7

01

23

Ideas

(po

ints

do

ub

led

)

Idea

s ar

e not

focu

sed o

n t

he

task

and/o

r ar

e undev

eloped

.

Idea

s ar

e m

inim

ally

focu

sed

on t

he

task

with lim

ited

det

ails

and e

xam

ple

s.

Idea

s ar

e so

mew

hat

fo

cuse

d o

n t

he

task

and a

re

dev

eloped

with s

om

e det

ails

and e

xam

ple

s.

Idea

s ar

e cl

early

focu

sed o

n t

he

task

and a

re t

horo

ughly

dev

eloped

with r

elev

ant

det

ails

an

d e

xam

ple

s.

Org

an

izati

on

No o

rgan

izat

ion

evid

ent.

Org

aniz

atio

n

and

connec

tions

bet

wee

n idea

s ar

e w

eak.

Org

aniz

atio

n a

nd

connec

tions

bet

wee

n idea

s ar

e lo

gic

al.

Org

aniz

atio

n a

nd c

onnec

tions

bet

wee

n idea

s ar

e cl

ear,

logic

al

and a

ppro

priat

e fo

r th

e co

nte

xt.

Sty

le

Inef

fect

ive

use

of

languag

e fo

r th

e w

rite

r's

purp

ose

an

d a

udie

nce

.

Lim

ited

use

of

languag

e,

incl

udin

g lac

k of

variet

y in

w

ord

choic

e an

d s

ente

nce

s,

may

hin

der

the

effe

ctiv

enes

s of

the

write

r's

purp

ose

and a

udie

nce

.

Adeq

uat

e co

mm

and

of

languag

e, incl

udin

g

accu

rate

word

choic

e an

d

clea

r se

nte

nce

s, is

effe

ctiv

e fo

r th

e w

rite

r's

purp

ose

and

audie

nce

.

Com

man

d o

f la

nguag

e,in

cludin

g p

reci

se w

ord

choic

e an

d v

arie

d s

ente

nce

str

uct

ure

, is

hig

hly

eff

ective

for

the

write

r's

purp

ose

and a

udie

nce

.

Co

nven

tio

ns

Inef

fect

ive

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h*

for

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion.

Lim

ited

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Adeq

uat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Consi

sten

t, a

ppro

priat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

sp

ellin

g,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Any

conditio

n c

ode

will

res

ult in a

sco

re o

f 0 f

or

all tr

aits

:

B

Ille

gib

le o

r w

ritt

en in a

lan

guag

e oth

er t

han

Englis

h

C

Bla

nk

A

Off

-topic

D

In

suff

icie

nt

to r

ate

* S

tandar

d E

nglis

h is

the

form

of Englis

h m

ost

wid

ely

acce

pte

d for

writing in s

chools

.

2/1

5/1

1

NancyS

Text Box

ANCHOR PAPER 1 Score Point: 0 Instead of comparing two animals, this response consists of general information about the writer's dogs. It is not focused on the task of comparing two animals.

NancyS

Text Box

ANCHOR PAPER 2 Score Point: 0 One sentence in this response compares two animals (They are big like a tiger). It is focused on the task but undeveloped.

NancyS

Text Box

ANCHOR PAPER 3 Score Point: 1 This response consists of brief, simple comparisons. It is minimally focused on the task with limited details and examples.

NancyS

Text Box

ANCHOR PAPER 4 Score Point: 1 This response is minimally focused on the task, presenting only four simple comparisons and no examples.

NancyS

Text Box

ANCHOR PAPER 5 Score Point: 1 Several likenesses and two differences are presented but there is no development beyond these simple facts. Therefore, this response is minimally focused on the task.

NancyS

Text Box

ANCHOR PAPER 6 Score Point: 2 This brief response lists enough points of simple comparison with a little extra development (screen that protects its eyes when in water) to be somewhat focused on the task.

NancyS

Text Box

ANCHOR PAPER 7 Score Point: 2 Many simple comparisons provide enough detail to consider this response somewhat focused on the task.

NancyS

Text Box

ANCHOR PAPER 8 Score Point: 2 This response consists of a paragraph on each of two animals. There are enough parallel details (appearance of each, what each eats, where each lives) and sufficient further development to consider this to be somewhat focused on the task.

NancyS

Text Box

ANCHOR PAPER 9 Score Point: 3 This response comparing lions and horses has enough detail and development to be clearly focused on the task.

NancyS

Text Box

ANCHOR PAPER 10 Score Point: 3 This response is clearly focused on the task and thoroughly developed with many details.

Anchor Paper 1 Anchor Paper 6

Ideas 0 Ideas 2Organization 2 Organization 1Style 1 Style 2Conventions 1 Conventions 2

RMEAP Fall 2010 Grade 4 Informational Writing Organization Scoring Guide

Mic

higa

n Ed

ucat

iona

l Ass

essm

ent P

rogr

amA

naly

tic

Ru

bri

c In

form

ati

on

al

Wri

tin

gG

rad

es

4 a

nd

7

01

23

Ideas

(po

ints

do

ub

led

)

Idea

s ar

e not

focu

sed o

n t

he

task

and/o

r ar

e undev

eloped

.

Idea

s ar

e m

inim

ally

focu

sed

on t

he

task

with lim

ited

det

ails

and e

xam

ple

s.

Idea

s ar

e so

mew

hat

fo

cuse

d o

n t

he

task

and a

re

dev

eloped

with s

om

e det

ails

and e

xam

ple

s.

Idea

s ar

e cl

early

focu

sed o

n t

he

task

and a

re t

horo

ughly

dev

eloped

with r

elev

ant

det

ails

an

d e

xam

ple

s.

Org

an

izati

on

No o

rgan

izat

ion

evid

ent.

Org

aniz

atio

n

and

connec

tions

bet

wee

n idea

s ar

e w

eak.

Org

aniz

atio

n a

nd

connec

tions

bet

wee

n idea

s ar

e lo

gic

al.

Org

aniz

atio

n a

nd c

onnec

tions

bet

wee

n idea

s ar

e cl

ear,

logic

al

and a

ppro

priat

e fo

r th

e co

nte

xt.

Sty

le

Inef

fect

ive

use

of

languag

e fo

r th

e w

rite

r's

purp

ose

an

d a

udie

nce

.

Lim

ited

use

of

languag

e,

incl

udin

g lac

k of

variet

y in

w

ord

choic

e an

d s

ente

nce

s,

may

hin

der

the

effe

ctiv

enes

s of

the

write

r's

purp

ose

and a

udie

nce

.

Adeq

uat

e co

mm

and

of

languag

e, incl

udin

g

accu

rate

word

choic

e an

d

clea

r se

nte

nce

s, is

effe

ctiv

e fo

r th

e w

rite

r's

purp

ose

and

audie

nce

.

Com

man

d o

f la

nguag

e,in

cludin

g p

reci

se w

ord

choic

e an

d v

arie

d s

ente

nce

str

uct

ure

, is

hig

hly

eff

ective

for

the

write

r's

purp

ose

and a

udie

nce

.

Co

nven

tio

ns

Inef

fect

ive

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h*

for

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion.

Lim

ited

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Adeq

uat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Consi

sten

t, a

ppro

priat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

sp

ellin

g,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Any

conditio

n c

ode

will

res

ult in a

sco

re o

f 0 f

or

all tr

aits

:

B

Ille

gib

le o

r w

ritt

en in a

lan

guag

e oth

er t

han

Englis

h

C

Bla

nk

A

Off

-topic

D

In

suff

icie

nt

to r

ate

* S

tandar

d E

nglis

h is

the

form

of Englis

h m

ost

wid

ely

acce

pte

d for

writing in s

chools

.

2/1

5/1

1

NancyS

Text Box

ANCHOR PAPER 1 Score Point: 0 There is no connection between ideas in these randomly-ordered sentences. No organization is evident.

NancyS

Text Box

ANCHOR PAPER 2 Score Point: 1 In this “back-and-forth” response (fish live…birds live, fish eat…birds eat), the organization and connections between ideas are weak.

NancyS

Text Box

ANCHOR PAPER 3 Score Point: 1 The mini-introduction (My story is about…) provides a minimal attempt at organization, and the two sentences comparing both animals (…they both live in the jungle. They're not vegetarian) are weakly connected.

NancyS

Text Box

ANCHOR PAPER 4 Score Point: 1 This response contains a lengthy list of random ideas about dogs and cats, exemplifying weak organization and weak connections between ideas.

NancyS

Text Box

ANCHOR PAPER 5 Score Point: 2 This short response is logically organized by grouping together the similarities of the two animals, then their differences.

NancyS

Text Box

ANCHOR PAPER 6 Score Point: 2 In this logically organized response the writer first develops a paragraph on a quarter horse, then develops one on ducks. Some ideas are organized into clusters within each paragraph (He has a crack…He has that because…So that's why he has a crack…She lays eggs a lot. When I take the egg…).

NancyS

Text Box

ANCHOR PAPER 7 Score Point: 2 This response is an example of logical organization. The writer orders his response by explaining similarities first then differences. Transitions are used (First, Now I'm going to tell you) to let the reader know the plan.

NancyS

Text Box

ANCHOR PAPER 8 Score Point: 2 In this response a paragraph on cheetahs is followed by a paragraph on lions with parallel information on appearance, habitat, and diet. This format demonstrates logical organization.

NancyS

Text Box

ANCHOR PAPER 9 Score Point: 3 In this response an appropriate plan is evident: the organization and connections between ideas are clear and logical. After a brief introduction the response is divided into separate paragraphs comparing appearance, then habitat, and then diet.

NancyS

Text Box

ANCHOR PAPER 10 Score Point: 3 The organization in this response is clear and logical. First, the response is divided into differences, then similarities. Then the writer uses transitional sentences (Now let's talk about dogs, It's now time to say what's the same) to make it easier for the reader to follow the plan.

RMEAP Fall 2010 Grade 4 Informational Writing

Style Scoring Guide

Mic

higa

n Ed

ucat

iona

l Ass

essm

ent P

rogr

amA

naly

tic

Ru

bri

c In

form

ati

on

al

Wri

tin

gG

rad

es

4 a

nd

7

01

23

Ideas

(po

ints

do

ub

led

)

Idea

s ar

e not

focu

sed o

n t

he

task

and/o

r ar

e undev

eloped

.

Idea

s ar

e m

inim

ally

focu

sed

on t

he

task

with lim

ited

det

ails

and e

xam

ple

s.

Idea

s ar

e so

mew

hat

fo

cuse

d o

n t

he

task

and a

re

dev

eloped

with s

om

e det

ails

and e

xam

ple

s.

Idea

s ar

e cl

early

focu

sed o

n t

he

task

and a

re t

horo

ughly

dev

eloped

with r

elev

ant

det

ails

an

d e

xam

ple

s.

Org

an

izati

on

No o

rgan

izat

ion

evid

ent.

Org

aniz

atio

n

and

connec

tions

bet

wee

n idea

s ar

e w

eak.

Org

aniz

atio

n a

nd

connec

tions

bet

wee

n idea

s ar

e lo

gic

al.

Org

aniz

atio

n a

nd c

onnec

tions

bet

wee

n idea

s ar

e cl

ear,

logic

al

and a

ppro

priat

e fo

r th

e co

nte

xt.

Sty

le

Inef

fect

ive

use

of

languag

e fo

r th

e w

rite

r's

purp

ose

an

d a

udie

nce

.

Lim

ited

use

of

languag

e,

incl

udin

g lac

k of

variet

y in

w

ord

choic

e an

d s

ente

nce

s,

may

hin

der

the

effe

ctiv

enes

s of

the

write

r's

purp

ose

and a

udie

nce

.

Adeq

uat

e co

mm

and

of

languag

e, incl

udin

g

accu

rate

word

choic

e an

d

clea

r se

nte

nce

s, is

effe

ctiv

e fo

r th

e w

rite

r's

purp

ose

and

audie

nce

.

Com

man

d o

f la

nguag

e,in

cludin

g p

reci

se w

ord

choic

e an

d v

arie

d s

ente

nce

str

uct

ure

, is

hig

hly

eff

ective

for

the

write

r's

purp

ose

and a

udie

nce

.

Co

nven

tio

ns

Inef

fect

ive

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h*

for

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion.

Lim

ited

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Adeq

uat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Consi

sten

t, a

ppro

priat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

sp

ellin

g,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Any

conditio

n c

ode

will

res

ult in a

sco

re o

f 0 f

or

all tr

aits

:

B

Ille

gib

le o

r w

ritt

en in a

lan

guag

e oth

er t

han

Englis

h

C

Bla

nk

A

Off

-topic

D

In

suff

icie

nt

to r

ate

* S

tandar

d E

nglis

h is

the

form

of Englis

h m

ost

wid

ely

acce

pte

d for

writing in s

chools

.

2/1

5/1

1

NancyS

Text Box

ANCHOR PAPER 1 Score Point: 0 One brief run-on sentence represents ineffective use of language for the writer's purpose.

NancyS

Text Box

ANCHOR PAPER 2 Score Point: 1 This response demonstrates a limited use of language. It is composed of simple sentences and is further hindered by imprecise vocabulary (stuff, thing).

NancyS

Text Box

ANCHOR PAPER 3 Score Point: 1 Limited use of language in this response is displayed by lack of variety in sentence structure and repetition of word choice (one…the other, etc.).

NancyS

Text Box

ANCHOR PAPER 4 Score Point: 1 Repetitive use of sentence starters (They both…they both…) and the use of mostly simple sentences indicates limited use of language which hinders the effectiveness of the writer's purpose.

NancyS

Text Box

ANCHOR PAPER 5 Score Point: 2 The writer uses clear sentences and some descriptive language (burnt orange body, size of a fox, tiny fish) to show an adequate command of language for the purpose.

NancyS

Text Box

ANCHOR PAPER 6 Score Point: 2 This short response demonstrates an adequate command of language by using a variety of descriptive and precise words (floppy ears, bushy tail, wet noses) suitable for the purpose.

NancyS

Text Box

ANCHOR PAPER 7 Score Point: 2 In this response, the writer attempts to involve the audience by addressing the reader directly (Do you know anything about a Munchak deer?...Now I will tell you about…). Additionally, the use of humor at the end of the response is effective and indicates an adequate command of language.

NancyS

Text Box

ANCHOR PAPER 8 Score Point: 3 This writer demonstrates a command of language by using varied sentence structure and a variety of precise words (crawl, shred, crack) that are effective for the intended purpose.

NancyS

Text Box

ANCHOR PAPER 9 Score Point: 3 In this response the writer uses precise words (gulp, slither, sting) and punctuation (!) is used for emphasis. Furthermore, the writer addresses the audience (Now you all know…) and infuses a little personal opinion (But I don't think…) in ways that seem natural, effective, and appropriate to the task.

NancyS

Text Box

ANCHOR PAPER 10 Score Point: 3 A command of language is evident in this response by the writer's use of a variety of sentence structures and descriptive phrases (ears flying in the windy air, racing through the door) that are effective for the audience and purpose.

RMEAP Fall 2010 Grade 4 Informational Writing Conventions Scoring Guide

Mic

higa

n Ed

ucat

iona

l Ass

essm

ent P

rogr

amA

naly

tic

Ru

bri

c In

form

ati

on

al

Wri

tin

gG

rad

es

4 a

nd

7

01

23

Ideas

(po

ints

do

ub

led

)

Idea

s ar

e not

focu

sed o

n t

he

task

and/o

r ar

e undev

eloped

.

Idea

s ar

e m

inim

ally

focu

sed

on t

he

task

with lim

ited

det

ails

and e

xam

ple

s.

Idea

s ar

e so

mew

hat

fo

cuse

d o

n t

he

task

and a

re

dev

eloped

with s

om

e det

ails

and e

xam

ple

s.

Idea

s ar

e cl

early

focu

sed o

n t

he

task

and a

re t

horo

ughly

dev

eloped

with r

elev

ant

det

ails

an

d e

xam

ple

s.

Org

an

izati

on

No o

rgan

izat

ion

evid

ent.

Org

aniz

atio

n

and

connec

tions

bet

wee

n idea

s ar

e w

eak.

Org

aniz

atio

n a

nd

connec

tions

bet

wee

n idea

s ar

e lo

gic

al.

Org

aniz

atio

n a

nd c

onnec

tions

bet

wee

n idea

s ar

e cl

ear,

logic

al

and a

ppro

priat

e fo

r th

e co

nte

xt.

Sty

le

Inef

fect

ive

use

of

languag

e fo

r th

e w

rite

r's

purp

ose

an

d a

udie

nce

.

Lim

ited

use

of

languag

e,

incl

udin

g lac

k of

variet

y in

w

ord

choic

e an

d s

ente

nce

s,

may

hin

der

the

effe

ctiv

enes

s of

the

write

r's

purp

ose

and a

udie

nce

.

Adeq

uat

e co

mm

and

of

languag

e, incl

udin

g

accu

rate

word

choic

e an

d

clea

r se

nte

nce

s, is

effe

ctiv

e fo

r th

e w

rite

r's

purp

ose

and

audie

nce

.

Com

man

d o

f la

nguag

e,in

cludin

g p

reci

se w

ord

choic

e an

d v

arie

d s

ente

nce

str

uct

ure

, is

hig

hly

eff

ective

for

the

write

r's

purp

ose

and a

udie

nce

.

Co

nven

tio

ns

Inef

fect

ive

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h*

for

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion.

Lim

ited

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Adeq

uat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Consi

sten

t, a

ppro

priat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

sp

ellin

g,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Any

conditio

n c

ode

will

res

ult in a

sco

re o

f 0 f

or

all tr

aits

:

B

Ille

gib

le o

r w

ritt

en in a

lan

guag

e oth

er t

han

Englis

h

C

Bla

nk

A

Off

-topic

D

In

suff

icie

nt

to r

ate

* S

tandar

d E

nglis

h is

the

form

of Englis

h m

ost

wid

ely

acce

pte

d for

writing in s

chools

.

2/1

5/1

1

NancyS

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ANCHOR PAPER 1 Score Point: 0 Many errors in spelling, capitalization, and punctuation in this brief response demonstrate ineffective use of the conventions of Standard English.

NancyS

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ANCHOR PAPER 2 Score Point: 1 Paragraph-length run-on sentences and spelling errors show limited use of Standard English conventions.

NancyS

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ANCHOR PAPER 3 Score Point: 1 A limited use of conventions is evident in the numerous spelling errors, many of simple words (whell, olny, gose), which make this response difficult to read.

NancyS

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ANCHOR PAPER 4 Score Point: 1 Lack of subject-verb agreement (it do, cat look, dog chase) hinders readability and demonstrates limited use of Standard English conventions.

NancyS

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ANCHOR PAPER 5 Score Point: 2 Mostly well-written sentences in this short response outweigh the one sentence-level error and the few spelling and capitalization errors. Overall this response indicates an adequate use of English conventions.

NancyS

Text Box

ANCHOR PAPER 6 Score Point: 2 Even though subject-verb agreement errors, run-on sentences, and apostrophes on plurals are evident, their frequency is limited and they do not interfere with meaning. Overall, there is an adequate use of conventions.

NancyS

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ANCHOR PAPER 7 Score Point: 2 A few spelling and sentence-level errors are apparent in this response. Overall, there are enough good sentences to demonstrate adequate use of Standard English conventions.

NancyS

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ANCHOR PAPER 8 Score Point: 3 This response has commas separating brief sentences instead of periods. Despite this single, repeated error there are few others. The conventions of Standard English are consistently and appropriately used.

NancyS

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ANCHOR PAPER 9 Score Point: 3 In this short response conventions of Standard English are consistently and appropriately used.

NancyS

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ANCHOR PAPER 10 Score Point: 3 Although some spelling errors and run-on sentences are evident, this response also displays proper use of capitalization and end-punctuation, of commas in series, and of compound and complex sentences. Overall, this lengthier response displays consistent and appropriate use of Standard English conventions.

Scoring Guides for Ideas, Organization, Style, and Conventions · Ideas are not focused on the task...

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© 2015 The College Board PROFESSIONAL DEVELOPMENT MODULE 3 The Redesigned SAT – Expression of Ideas Standard English Conventions