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)
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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
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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 Reading Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)785029_1126
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI/RL.9-10.2) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (RST.11- 1
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas and characters, setting, and plot; provide an objective summary of the text. (RI/RL. 8.2) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (RI/RL.7.2) With prompting and support, determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
With prompting and support, determine two or more central ideas in a text and analyze their development over the course of the text; use a graphic organizer to provide a summary of the text. Think aloud with classmates and teacher to determine two or more central ideas in a text and analyze their development over the course of the text.
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