This criterion is linked to a Learning OutcomeCCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. TASK785029_1667
This criterion is linked to a Learning OutcomeCCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ORGANIZATION/DEVELOPMENT785029_5029
Selects precise information relevant to task, purpose, and audience Uses multiple ways to organize information such as (but not limited to) brainstorm, lists, free write, cluster maps, graphic organizers etc Consistently organizes the writing by using a logical progression of ideas that flow Consistently uses a variety of sentence lengths and structures Includes a variety of transitional words and phrases that connects ideas and guides the reader Uses appropriate organizational techniques to convey information in writing (e.g., comparison/contrast, cause/effect, order of importance, reasons/explanations). Consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. Consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions, or arguments
Selects information relevant to task, purpose, and audience Organizes information using one or two different modes Adequately organizes the writing by using a logical progression of ideas that generally flows from idea to idea, though connections between some ideas are less clear on occasion. Displays variety in sentence lengths and structures Includes transitional words and phrases that generally guide the reader Generally maintains organizational techniques, but organization and connection of ideas may become less clear on occasion Develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments
Attempts to select information relevant to task, purpose, and audience but some information may not be relevant Attempts to organize information Demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion Occasionally uses varied sentence structures, but these appear alongside mostly simple sentences Transitions are simple and infrequent May use organizational strategies inappropriately or ineffectively, such as attempting to use a comparison when it is not warranted Demonstrates inconsistent development of ideas often presenting facts (sometimes in isolation from one another) with little insight, interpretation, or clarification. Provides minimal or irrelevant examples and/or details for support.
Offers little or no organizational structure, placing ideas in no logical order Uses little if any variety in sentence structures Ineffective or absent information creates a lack of cohesion Few, if any, transition words or phrases are used Minimally develops ideas (may be too much or too little information, or the wrong approach)
785029_9850
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This criterion is linked to a Learning OutcomeCCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. PURPOSE AND AUDIENCE785029_3565
Establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs
Adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion. Provides adequate background information that generally anticipates audience needs
Identifies a generalized purpose or audience but does not maintain focus on both. Irrelevant or inconsistent background information demonstrates a general lack of awareness of audience needs
785029_6700
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This criterion is linked to a Learning OutcomeCCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.785029_8628
This criterion is linked to a Learning OutcomeCCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.785029_4879
This criterion is linked to a Learning OutcomeCCR Writing Anchor 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content785029_1126
Introduce a topic and organize complex ideas, concepts, and information to make important connections and distinctions; Purposefully and logically uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension Shows insightful understanding of topic or text Thoroughly develops complex topic(s) with relevant body paragraphs, building on preceding information Use appropriate and varied transitions to link the major sections of the text, create cohesion, andclarify the relationships among complex ideas and concepts Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Effectively integrates and cites credible sources when necessary.
Introduces topic(s) in a clear thesis statement Competently addresses all aspects of the prompt Uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension Shows competent understanding of topic or text Develops complex topic(s) with relevant body paragraphs, building on preceding information .Creates cohesion and clarifies relationships through transition/linking words, phrases, and clauses within or between paragraphs and sections Provides a conclusion that follows from and supports information or explanation presented Provides sufficient and relevant evidence to develop the topic appropriate to audience Competently integrates and cites credible sources when necessary.
Introduces topic(s) in a thesis statement Superficially addresses all aspects of the prompt Uses some techniques (e.g., headings, charts) to adequately organize ideas, concepts and information to aid comprehension Shows superficial understanding of topic or text Superficially develops topic(s) with relevant body paragraphs, building on preceding information Creates some cohesion and clarifies relationships through transition/linking words, phrases, and clauses within or between paragraphs and sections Provides a conclusion which repetitively or partially follows from and supports information or explanation presented, articulating superficial significance of the topic Provides limited and/or superficial evidence to develop the topic appropriate to audience Ineffectively integrates and cites sources
Partially addresses all aspects of the prompt Introduces superficial or flawed topic(s) in a weak thesis statement Uses few techniques (e.g., headings, charts) to inadequately organize ideas, concepts, and information to aid comprehension Shows limited or flawed understanding of topic or text Inadequately develops topic(s) with minimal body paragraphs, building on some preceding information Uses limited or inappropriate transition/linking words, phrases, and clauses Provides a sense of closure, but may weakly articulate significance of the topic .Provides minimal and/or irrelevant evidence to develop the topic appropriate to audience Incorrectly integrates or cites sources
785029_7040
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