EXPANDED SCORING RUBRIC FOR ANALYTIC AND NARRATIVE WRITING

Construct Score Point 4 Score Point 3 Score Point 2

Measured
Score Point I Score Point
Reading Thestudent Thestudent Thestudent Thestudent
r esp o nse r esp o nse r esp o nse r esp o nse
p r o v i des a n p r o v i des a p r o v i des a p r o v i des a
a c c ur a te m o stl y a c c ur a te gener a l l y m i ni m a l l y
Comprehension a na l y si s o f w ha t a na l y si s o f w ha t a c c ur a te a c . c ur a te
o f Key l dea s the tex t sa y s the tex t sa y s a na l y si s o f w ha t 8 1 ~ l y si s o f w ha t
a nd Deta i l s
ex p l i c i tl y a nd ex p l i c i tl y a nd the tex t sa y s the tex t sa y s a nd
i nf er enti a l l y a nd i nf er enti a l l y a nd ex p l i c i tl y o r c i ted tex tua l
c i tes c o nv i nc i ng c i tes tex tua l i nf er enti a l l y a nd ev i denc e sho w s
tex tua l ev i denc e ev i denc e to c i ted tex tua l l i m i ted
*No tes The ty p e o f
to sup p o r t the sup p o r t the ev i denc e sho w s c o m p r ehensi o n
tex tua l ev i denc e
a na l y si s, a na l y si s, a b a si c o f i dea s
r equi r ed i s gr a de sho w i ng f ul l sho w i ng c o m p r ehensi o n ex p r essed i n the
a nd p r o m p t sp ec i f i c
c o m p r ehensi o n ex tensi v e o f i dea s tex t( s) .
a nd i nc l uded i n the
o f c o m p l ex i dea s c o n? p r ehensi o n ex p r essed i n the
ex p r essed i n the o f i dea s tex t( s) .
sc o r i ng gui de,
tex t( s) , ex p r essed i n t~ e
tex t( s) .
Writing Written
E x pression
Dev el o p m ent o f
The student
r esp o nse
p r o v i des a n
i na c c ur a te
a na l y si s o r no
a na l y si s o f the
tex t, sho w i ng
l i ttl e to no
c o m p r ehensi o n
o f i dea s
ex p r essed i n the
Idea s
The student The student The student The student The student
r esp o nse r esp o nse r esp o nse r esp o nse r esp o nse i s
a ddr esses the a ddr esses the a ddr esses the a ddr esses the under dev el o p ed
p r o m p t a nd p r o m p t a nd p r o m p t a nd p r o m p t a nd a nd ther ef o r e
p r o v i des p r o v i des p r o v i des so m e dev el o p s the i na p p r o p r i a te to
ef f ec ti v e a nd ef f ec ti v e dev el o p m ent o f c ~ a i m , to p i c the ta sk ,
c o m p r ehensi v e dev el o p m ent o f the c l a i m to p i c a nd/ o r na r r a ti v e p ur p o se, a ndl o r
dev el o p m ent o f the c l a i m , to p i c a nd/ o r na r r a ti v e e! em ents
1
a udi enc e.
the c l a i m , to p i c a nd/ o r na r r a ti v e
el em ents
I
b y m i ni m a l l y b y
a nd/ o r na r r a ti v e el em ents
1
b y usi ng so m e usi ng l i m i ted
el em ents
1
b y usi ng c l ea r r ea so ni ng, r ea so ni ng,
usi ng c l ea r a nd r ea so ni ng, deta i l s, tex t- deta i l s, tex t-
c o nv i nc i ng
deta i l s, tex t- b a sedev i denc e, b a sedev i denc e
r ea so ni ng, b a sed ev i denc e, a nd/ o r a n~ f l o r
deta i l s, tex t- a nd/ o r desc r i p ti o n; the desc r i p ti o n; the
b a sed ev i denc e, desc r i p ti o n; the dev el o p m ent i s dev el o p m ent i s
a nd/ o r dev el o p m ent i s so m ew ha t l i m i ted i n i ts
desc r i p ti o n; the l a r gel y a p p r o p r i a te to a p p r o p r i a teness
dev el o p m ent i s a p p r o p r i a te to the ta sk , to the ta sk ,
c o nsi stentl y the ta sk , p ur p o se, a nd p ur p o se, a ndto r
a p p r o p r i a te to p ur p o se, a nd a udi enc e, a udi enc e.
the ta sk , a udi enc e.
p ur p o se, a nd
a udi enc e.
4
Writing Written
E x pression
Or ga ni z a ti o n
Writing Written
E x pression
Cl a r i ty o f La ngua ge
The student The student The student The student
r esp o nse r esp o nse r esp o nse r esp o nse
dem o nstr a tes dem o nstr a tes a dem o nstr a tes dem o nstr a tes
p ur p o sef ul gr ea t dea l o f so m e l i m i ted
c o her enc e, c o her enc e, c o her enc e, c o her enc e,
c l a r i ty , a nd c l a r i ty , a nd c l a r i ty , a nd/ o r c l a r i ty , a nd/ o r
c o hesi o n2 a nd c o hesi o d
2 ,
a nd
c o hesi o n, a nd c o hesi o n,
i nc l udes a str o ng i nc l udes a n
i nc l udes a n m a k i ng the
i ntr o duc ti o n, i ntr o duc ti o n,
i ntr o duc ti o n, w r i ter s
c o nc l usi o n~ a nd c o nc l usi o n, a nd
c o nc l usi o n, a nd p r o gr essi o n o f
a l o gi c a l , w el l - a l o gi c a l
Io gi c a l l y gr a up ed i dea s so m ew ha t
ex ec uted p r o gr essi o n o f
i dea s, m a k i ng unc l ea r .
p r o gr essi o n o f i dea s, m a k i ng i t
the w dter s
i dea s, m a k i ng i t f a i r l y e# sy to
p r o gr essi o n o f
ea sy to f o l l o w f o l l o w the
i dea s usua l l y
the w r i ter s w r i ter s
di sc er ni b l e b ut
p r o gr essi o n o f p r o gr essi o n o f
no t o b v i o us.
i dea s, i dea s.
The student Th~ student The student The student
r esp o nse r esp o nse r esp o nse r esp o nse ha s a
esta b l i shes a nd esta b l i shes a nd esta b l i shes a nd sty l e tha t ha s
m a i nta i ns a n m a i nta i ns a n m a i nta i ns a l i m i ted
ef f ec ti v e sty l e, ef f ec ti v e sty l e, m o stl y ef f ec ti v e ef f ec ti v eness,
w hi l e a ttendi ng w hi l e a ttendi ng sty l e, w hi l e w i th l i m i ted
to the no r m s a nd to the no r m s a nd a ttendi ng to the a w a r eness o f
c o nv enti o ns o f c o nv enti o ns o f no r m s a nd the no r m s o f the
the di sc i p l i ne, the di sc i p l i ne, c o nv enti o ns o f di sc i p l i ne. The
The r esp o nse The r esp o nse the di sc i p l i ne, r esp o nse
uses p r ec i se uses m o stl y The r esp o nse i nc l udes l i m i ted
l a ngua ge p r ec i se uses so m e desc r i p ti o ns,
c o nsi stentl y , l a ngua ge, p r ec i se senso r y deta i l s,
i nc l udi ng i nc l udi ng l a ngua ge, l i nk i ng o r
desc r i p ti v e desc r i p ti v e i nc l udi ng tr a nsi ti o na l
w o r ds a nd w o r ds a nd desc r i p ti v e w o r ds, w o r ds to
p hr a ses, p hr a ses, w o r ds a nd
i ndi c a te to ne
3,
senso r y deta i l s, senso r y deta i l s, p hr a ses,
o r do m a i n-
l i nk i ng a nd l i nk i ng a nd senso r y deta i l s,
sp ec i f i c
tr a nsi ti o na l tr a nsi ti o na l l i p k i ng a nd
v o c a b ul a r y .
w o r ds, w o r ds to w o r ds, w o r ds to tr a nsi ti o na l
i ndi c a te to ne
3,
i ndi c a te to ne
3, w o r ds, w o r ds to
a ndl o r do m a i n- a ndto r do m a i n- i ndi c a te to ne
3
sp ec i f i c sp ec i f i c a ndl o r do m a i n-
v o c a b ul a r y , v o c a b ul a r y , sp ec i f i c
v o c a b ul a r y
The student
r esp o nse
dem o nstr a tes a
l a c k o f
c o her enc e,
c l a r i ty a nd
c o hesi ~ .
2
The student
r esp o nse ha s a n
i na p p r o p r i a te
sty l e. The
student w r i ti ng
sho w s l i ttl e to no
a w a r eness o f
the no r m s o f the
di sc i p l i ne. The
r esp o nse
i nc l udes l i ttl e to
no p r ec i se
l a ngua ge.
Writing
K now l edge
of
L anguage end
Conv entions
The student The student The student The student The student
r esp o nse r esp o nse r esp o nse r esp o nse r esF3nse
dem o nstr a tes dem o nstr a tes dem o nstr a tes dem o nstr a tes dem o nstr a tes
c o m m a nd o f the c o m m a nd o f the i nc o nsi stent l i m i ted c o m m a nd l i ttl e to no
c o nv enti o ns o f c o nv enti o ns o f c o m m a nd o f the o f the c o m m a nd o f the
sta nda r d Engl i sh sta nda r d Engl i sh c o nv enti o ns o f c o nv enti o ns o f c o nv enti o ns o f
c o nsi stent w i th c o nsi stent w i th sta nda r d Engl i sh. sta nda i d Engl i sh. sta nda r d Engl i sh.
ef f ec ti v el y edi ted edi ted w r i ti ng. Ther e a r e a f ew Ther e a r e Ther e a r e
w r i ti ng. Tho ugh Ther e m a y b e, a p a tter ns o f er r o r s m ul ti p l e er r o r s i n f r equent a nd
ther e m a y b e a f ew di str a c ti ng i n gr a m m a r a nd ~ r a m m a r a nd v a r i ed er r o r s tn
f ew m i no r er r o r s er r o r s i n usa ge tha t m a y
u~ a ge
gr a m m a r a nd
i n gr a m m a r a nd gr a m m a r a nd o c c a si o na l l y dem o nstr a ti ng usa ge,
usa ge, m ea ni ng usa ge, b ut i m p ede m i ni m a l c o ntr o l dem o nstr a ti ng
i s dea r m ea ni ng i s c l ea r , under sta ndi ng, o v er l a ngua ge, l i ttl e o r no c o ntr o l
thr o ugho ut the Ther e a r e o v er l a ngua ge.
r esp o nse, m ul ti p l e Ther e a r e
di str a c ti ng er r o r s f r equent
i n gr a m m a r a nd di str a c ti ng er r o r s
usa ge tha t i n gr a m m a r a nd
so m eti m es usa ge tha t o f ten
i m p ede i m p ede
under sta ndi ng, under sta ndi ng.
1 Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a
logical event sequence, describing scenes, objects or people, developing characters personalities,
and using dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the
grades 3-5 elements, establishing a context, situating events in a time and place, developing a point
of view, developing characters motives. In g]ades 9-tl, narrative elements may include, in addition
to the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view,
and constructing event models of what happened. The elements to be assessed are expressed in
grade-leve! standards 3 for writing and elucidated in the scoring guide for each PCR.
2 The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level
standards 1-4 for writing and elucidated in the scoring guide for each PCR. 3 Tone is not
assessed in grade 6.
Co ded Resp o nses: ( Al l c o ded r esp o nses a r e sc o r ed w i th a 0 o n the r ub r i c )
A=No r esp o nse
B=Resp o nse i s uni ntel l i gi b l e o r undec i p her a b l e
C=Resp o nse i s no t w r i tten i n Engl i sh
D=Resp o nse i s to o l i m i ted to ev a l ua te
No te- - a ddi ti o na l c o des m a y b e a dded a f ter the tr y o ut o r p i l o ti ng o f ta sk s
6