0

• no writing
• no comprehensible information

1

• little comprehensible information
• may not address question
• limited word choice, repetitious

• weak, incoherent

• frequent grammatical errors
• mostly fragments
• 2/3 phrases/simple patterned sentences

• lack of mechanics
• handwriting and/or spelling obscure meaning
  

• not evident

2

• address part of the task (some but little substance) or copies from the model
• irrelevant information
• frequent vocabulary errors of function, choice & usage with meaning obscured

• thought pattern can bedifficult to follow, ideas not connected, not
  logical

• serious and frequent
  grammatical errors
  
• meaning obscured
  
• sentence structure repetitive
  (Or copies from model)

• frequent errors
  
• inconsistent use of punctuation
  
• spelling may distract
  from meaning
  
• invented spelling
  

• not evident

3

• addresses at least part of the task with some substance
• limited vocabulary choice
• occasional vocabulary errors but meaning not obscured

• limited in appropriate
  details-insufficient amount of detail or irrelevant
  information
  
• trouble sequencing
  
• may indicate paragraphing
  

• restricted to basic structural
  patterns (simple present,
  subject-verb), has some errors
  
• correct usage of adverbials
  (because clause) and conjunctions (and/or/but)
  
• goes outside of model

• some punctuation and capitalization though frequent errors that distract
  from meaning

• emerging voice
• some engagement
• some personalization
  

4

• addresses the task at some length
• begins to vary vocabulary choice
• occasional vocabulary errors but meaning not obscured

• uses details for support or illustration (reasons,
  contrasts).but development
  of ideas is inconsistent.
  Some ideas may be well developed while others are weak
  
• indicates paragraphs
  

• has some control of basic structures (simple
  present/simple past)
  
• attempts compound sentences
  (e.g. with and, or but, so)
  
• some complex sentences
  (e.g, with when, after; before,
  while, because, if)
  
• errors occasionally distract
  from meaning
  

• uses periods and capitals with some
  errors
• may use commas with compound sentences
• mostly conventioanl spelling

• shows some sense of purpose
• some engagement
• more personalized, may provide opinions and explanations

5

• effectively addresses the task
• extensive amount of information
• varied vocabulary choice and usage although may have some errors

• can write a paragraph
  with main idea and
  supporting details
  
• attempts more than one paragraph and may exhibit
  rudimentary essay structure (intro, body, conclusion)
  

• attempts a variety
  of structural patterns
  
• some errors
  
• uses correct verb tenses
• makes errors in complex structures (passive, conditional, prsent perfect)

• uses periods,commas, and capitals
• most conventional spelling

• authoritative, persuasive, interesting
• emerging personal style

6

• effectively addresses the task
• substantive amount of information
• varied and effective vocabulary usage

• multi-paragraph with clear introduction, developement of ideas, and conclusions
• ideas are connected
  (sequentially & logically)
• appropriate supporting
  details
  

• syntactic variety
• well-formed sentences
• few or no grammatical errors (verb tense markers,
  comparative and/or
  superlative)
  

• appropriate
  mechanical and
  spelling
  conventions
  

• authoritative
  
• strongly
  reflects the
  writer's
  intellectual
  involvement
  
• personal style
  is evident