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Scoring Rubric for Kentucky On-Demand Writing

Scoring Rubric for Kentucky On-Demand Writing http://education.ky.gov/AA/distsupp/Documents/ODWRubricv2_02012_04_16.pdf

This rubrics will be followed as the primary assessment tool with additional classroom rubrics developed by the teacher and students as secondary tools.

Scoring Rubric for Kentucky On-Demand Writing

4 Points:

Writers at this score point level display consistent, though not necessarily perfect,

writing skill, resulting in effective communication.

? The writer establishes and maintains focus on audience and purpose and effectively

engages the audience by providing relevant background information necessary to

anticipate its needs.

? The writer consistently develops ideas with depth and complexity to provide insight,

support, and clarification of the topic. The writer consistently develops ideas using

appropriate and effective examples, details, facts, explanations, descriptions, or

arguments. In grades 5 and 6, writers may address counterclaims in support of opinion

and argument; in grades 8, 10 and 11, counterclaims are addressed effectively to help

support arguments. The writer may use a variety of techniques or approaches.

? The writer consistently organizes the writing by using a logical progression of ideas that

flows within and between paragraphs. The writer consistently uses a variety of sentence

lengths and structures. The writing includes a variety of transitional words and phrases

that connects ideas and guides the reader. The writer uses appropriate organizational

techniques (e.g., comparison/contrast, cause/effect, order of importance,

reasons/explanations).

? The writer maintains an appropriate voice or tone. The writer consistently chooses words

that are appropriate to the intended audience and purpose of the writing. The writer

consistently uses correct grammar, usage, and mechanics (e.g., spelling, punctuation,

capitalization) to communicate effectively and clarify the writing.

3 Points:

Writers at this score point level display adequate writing skill, resulting in effective,

though not consistent, communication.

? The writer adequately establishes focus on the intended audience and purpose, but may

not consistently maintain this focus, losing sight of audience or purpose on occasion. The

writer provides adequate background information that generally anticipates audience

needs.

? The writer develops ideas with adequate support, and clarification of the topic through

examples, details, facts, explanations, descriptions, or arguments. In supporting

arguments and opinions, the writer in grades 5 or 6 may address counterclaims; the writer

in grades 8, 10 and 11 addresses or considers counterclaims. The writer may use different

techniques or approaches, but some are less successful than others; one technique may be

prominent.

? The writer 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. The writer displays variety in sentence lengths and structures. The

writing includes transitional words and phrases that generally guide the reader. The writer

generally maintains organizational techniques, but organization and connection of ideas

may become less clear on occasion.

? The writer may have occasional lapses in language that cause voice or tone to weaken.

The writer chooses words that are generally appropriate for the intended audience and

writing purpose. The writer adequately demonstrates correct grammar, usage, and

mechanics (e.g., spelling, punctuation, capitalization) to communicate A few errors may

occur that do not impede understanding.

2 Points:

Writers at this score point level display developing writing skill, resulting in less

effective communication.

? The writer identifies a generalized purpose or audience but does not maintain focus on

both. Instead, the writer focuses more on the task (creating a letter, speech, etc.) than the

actual purpose or intended audience. Irrelevant or inconsistent background information

demonstrates a general lack of awareness of audience needs.

? The writer demonstrates inconsistent development of ideas often presenting facts

(sometimes in isolation from one another) with little insight, interpretation, or

clarification. The writer provides minimal or irrelevant examples and/or details for

support. The writer in grades 8, 10, and 11 may attempt to address counterclaims in

support of arguments or is unsuccessful in the attempt. If the writer attempts to use

different techniques or approaches, their relation to the writing purpose may be unclear.

? The writer demonstrates some attempt at organization, but often places ideas in an

unclear order that disrupts the natural flow or cohesion. The writer occasionally uses

varied sentence structures, but these appear alongside mostly simple sentences.

Transitions are simple and infrequent. The writer may use organizational strategies

inappropriately or ineffectively, such as attempting to use a comparison when it is not

warranted.

? The writer often uses language that causes voice or tone to weaken or emerge only on

occasion. The writer occasionally chooses appropriate words, but these appear alongside

language that is simple or inappropriate for the intended audience or purpose. Frequent

errors in grammar, usage, and mechanics (e.g., spelling, punctuation, capitalization)

appear alongside occasional control of these features and may impede understanding of

the text.

1 Point:

Writers at this score level demonstrate little or no writing skill, resulting in mostly

ineffective communication.

? The writer may identify a general topic but demonstrates little or no awareness of

purpose or audience. The writer does not provide background or show awareness of the

needs of the audience.

? The writer gives little or no purposeful development of ideas, interpretation, insight or

clarification. The writer provides no examples and/or details for support or the support is

inaccurate or irrelevant. The writer in grades 8, 10, 11 does not address counterclaims in

support of argument or opinion.

? The writer offers little or no organizational structure, placing ideas in no logical order.

The writer uses little if any variety in sentence structures. Ineffective or absent

paragraph divisions create a lack of cohesion. Few, if any, transition words or phrases are

used.

? The writer’s tone or voice is either inappropriate or absent. The writer uses simple or

inappropriate words. Errors that appear in grammar, usage, and mechanics (e.g.,

spelling, punctuation, capitalization) impede understanding of the text.

ONGL:CP:OAA:re:v.2.0 KY on-demand writing rubric 04/16/2012

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