Writing Howto Scorea Four!
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The document provides guidance on scoring rubrics for writing assignments, focusing on six categories: organization, focus, development, complete sentences, vocabulary, and mechanics/spelling. Each category is scored on a scale of 1 to 4, with descriptions provided for levels 1, 2, 3, and 4 in terms of effectiveness and quality. The document encourages combining strong performance across all six categories to achieve an overall score of 4, or an "excellent" paper.
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http://www.slideshare.net/gohbangrui
These slides are used to explain the idea of summary writing. Students are expected to go through the 4 stages of summary writing and from there, write their summary based on the new O Level English Language syllabus based on their own words.
If you have any feedback, please comment and like it if you find it useful.
Thank you.
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Presentation on How To Summarize related to the subject Communication skills and TRW by Arsalan Qureshi student of Dawood University Roll no: D-16-TE-09.
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Follow me now on slideshare
http://www.slideshare.net/gohbangrui
These slides are used to explain the idea of summary writing. Students are expected to go through the 4 stages of summary writing and from there, write their summary based on the new O Level English Language syllabus based on their own words.
If you have any feedback, please comment and like it if you find it useful.
Thank you.
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Putri fira nurul hanifah. nim. 4103 2122 12 1029 ll rubrik penilaian descript...
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paper for each of the six traits of good writing. The rubric included in this module is used to
assess a student’s paper for each of the traits of writing. By assessing each of the traits of good
writing, it is easier to see what the student is doing well in writing and what the student needs
next to improve their writing ability. Writing instruction is about changing the writer, not
changing the writing.
3. Using the scores from the student writing, decide on an instructional focus for this student.
Note in the practicum exemplar that the teacher’s scores have indicated two areas that should
be addressed in the student’s writing.
4. Design a mini-lesson that targets one area of writing identified from the assessment. The mini-
lesson should include:
• A mentor text example
• Teacher modeling and think aloud written out
• Application of the lesson to students independent writing
5. Make sure to include the student paper number that you have selected as follows:
• Student paper #1 – the paper where the author writes on Baseball
• Student paper #2 – the paper where the author writes on Freestyle Martial Arts
• Student paper #3 – the paper where the author writes on Writing Books
Adapted from 6+1 Traits Writing
Points IDEAS ORGANIZATION VOICE
4
1. The paper is clear and focused. It holds the
reader’s attention.
2. The topic is narrow and manageable.
3. Facts, details and explanation are provided
that answer the reader’s anticipated
questions.
4. Writing from own knowledge or experience.
5. Relevant anecdotes and details enrich the
central idea.
1. Organizational structure is clear, showcases
the central idea and appropriate for the
purpose and audience; paragraphing is
effective.
2. The introduction clearly states the purpose,
main ideas and grabs the reader’s attention.
3. Satisfying conclusion leaves reader with
sense of closure.
4. Thoughtful transitions connect ideas.
5. Sequencing is logical and effective.
1. Unique perspective of the writer is evident
in the piece through the use of compelling
ideas and engaging language.
2. Uses topic, details and anecdotes to
connect with the audience.
3. Purpose is reflected by content and
arrangement of ideas.
4. Understanding of topic is evident through
the use of engaging language, relevant
anecdotes and revealing details.
3
1. The topic is fairly broad, yet author’s
direction is c.
Rainiero Leon Flores - British Council IELTS test.
Resultados del certificado de Inglés Británico IELTS, cuya ponderación equivale al Nivel C1 de acuerdo con CAMBRIDGE.
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This document provides instructions and content for learning about informative essays. It includes questions to test understanding of key aspects of informative essays, such as the importance of facts and research. Examples of potential essay topics are also listed. Scoring rubrics are presented for evaluating informative essays based on focus, organization, writing mechanics, and other traits. Learners are then instructed to work in groups to develop their own short informative essays within 5 minutes using a Jamboard, with one person selected to present the group's essay. The document concludes with a post-test to assess understanding of informative essay elements.
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Ielts writing descriptors
The document provides descriptors for the 9 IELTS writing band scores. It describes what is required at each band level in terms of task achievement, coherence/cohesion, lexical resource, and grammatical range. The highest bands (9-8) satisfy all task requirements and use cohesive devices skillfully with few minor errors. Bands 7-6 adequately address the task and organize information coherently, with occasional errors. Bands 5-4 may have issues covering all points fully or coherently with limited vocabulary and more frequent errors. The lowest bands (3-1) address the task minimally or not at all with very limited language skills and frequent serious errors.
1. From the breadth and depth of the economic downturn, it was cle.docx
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Dave
The document provides sample assessment rubrics for speaking and writing at Checkpoint C of the LOTE (languages other than English) curriculum. It includes:
- An informal speaking rubric with categories for pronunciation, syntax, fluency, and vocabulary, each scored on a 5-point scale.
- Guidelines for scoring student speaking, including what constitutes a response worthy of 2 points (Checkpoint C level) or 1 point (Checkpoint B/C level).
- A writing rubric with categories for content, syntax, coherency, and vocabulary, each scored on a 5-point scale.
The rubrics are intended to inform students of expectations, levels of achievement, and areas for improvement, as
Scoring rubric 1o1
Fancy Nancy did not want to do fancy work, but her aunt wanted her to do work for her. So even though Fancy Nancy did not like fancy work, she did fancy work for her aunt. The passage describes Fancy Nancy reluctantly doing fancy work for her aunt.
June 10 demo lesson
The document provides instructions and content for learning about informative essays. It includes questions to test understanding of key aspects of informative essays, such as the importance of facts and research. Sample topics, keywords, and a rubric for evaluation are also presented. Learners are tasked with working in pairs to create an informative essay using a digital whiteboard and then volunteering to present. A post-test with true/false statements about informative essays is also included to assess comprehension.
Sac persuasive letter assignment industrial revolution
The document provides a writing prompt and rubric for writing a persuasive letter to an elected official from the period of the Industrial Revolution stating a position on either the benefits or harms of the Industrial Revolution. Students are asked to fully develop their main ideas with supporting evidence in 3 or fewer paragraphs, clearly articulate their thesis, use transitions to enhance meaning between paragraphs, and follow standard rules of grammar, capitalization, punctuation and spelling. The letter will be assessed based on how well it meets the criteria in the provided rubric.
writing band BAND DESCRIPTORS PUBLIC VERSION
This document provides band descriptors for IELTS writing tasks 1 and 2. For each band level from 9 to 1, it describes the expected achievement in terms of task response, coherence and cohesion, lexical resource, and grammatical range and accuracy. Higher band levels require fully addressing all parts of the task, developing ideas, coherently organizing information, and demonstrating a wide grammatical and lexical range. Lower band levels show a partial or minimal ability to address the task requirements with limited development, organization, vocabulary, and grammatical control.
Concept map-scoring-rubric
This document provides a rubric to evaluate concept maps. It rates concept maps on a scale from 1 to 4 in four categories: organization, content and terminology, and connections between concepts. A score of 1 indicates the concept map is below standard, while a score of 4 exemplifies an excellent concept map that is well-organized, uses appropriate terminology and concepts accurately, and clearly shows relationships among ideas.
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- 1. How to Score a Four! You can write an excellent paper to a prompt by focusing on six things!
- 3. 1. Organization 4,3,2,1 Topic Sentence Details Conclusion Sentence May lack evidence of a beginning, middle, or end. Has evidence of a beginning, middle, and end. Has a beginning, middle, and end. Has an effective beginning, middle, and end. 1 2 3 4
- 4. 2. Focus 4,3,2,1 Is difficult to follow and or lacks focus. Contains a general sense of direction, but may lack in focus. Contains a controlling idea. Contains a clear and controlling idea that is fully developed. 1 2 3 4
- 6. 4. Complete Sentences Each sentences needs to end with one of the following… . ! ? Includes incomplete sentences which are distracting to the reader. Contains some incomplete sentences which may be distracting to the reader. Generally uses complete sentences. Consistently uses complete sentences. 1 2 3 4
- 7. 5. Vocabulary Juicy Words! Words are consistently repetitive, dull, and colorless. Words tend to be repetitive, imprecise, and ordinary. Contains some words that are specific, accurate, and related to the topic. Contains words that are specific, accurate, and suited to the topic. 1 2 3 4
- 8. 6. Mechanics and Spelling Edit! Contains repeated errors in grammar/usage, punctuation, capitalization, and/or spelling that may be distracting to the reader. Contains errors in grammar/usage, punctuation, capitalization, and/or spelling which may be distracting to the reader. . May contain some errors in grammar/usage, punctuation, capitalization, and/or spelling which are not significantly distracting to the reader. Contains few errors in grammar/usage, punctuation, capitalization, and/or spelling. 1 2 3 4
- 10. Now let’s put it all together! Contains repeated errors in grammar/usage, punctuation, capitalization, and/or spelling that may be distracting to the reader. Contains errors in grammar/usage, punctuation, capitalization, and/or spelling which may be distracting to the reader. May contain some errors in grammar/usage, punctuation, capitalization, and/or spelling which are not significantly distracting to the reader. Contains few errors in grammar/usage, punctuation, capitalization, and/or spelling. Mechanics and Spelling Words are consistently repetitive, dull, and colorless. Words tend to be repetitive, imprecise, and ordinary. Contains some words that are specific, accurate, and related to the topic. Contains words that are specific, accurate, and suited to the topic. Vocabulary Includes incomplete sentences which are distracting to the reader. Contains some incomplete sentences which may be distracting to the reader. Generally uses complete sentences. Consistently uses complete sentences. Complete Sentences Attempts to address the topic, but lacks development Generally addresses the topic, but may contain some details that are not relevant. Addresses the topic and uses relevant details and examples. Clearly addresses the topic and provides specific and relevant details. Development Is difficult to follow and or lacks focus. Contains a general sense of direction, but may lack in focus. Contains a controlling idea. Contains a clear and controlling idea that is fully developed. Focus May lack evidence of a beginning, middle, or end. Has evidence of a beginning, middle, and end. Has a beginning, middle, and end. Has an effective beginning, middle, and end. Organization 1 2 3 4
- 12. Brain Pictures: . ! ?