Tool Box Item Details - Pathways Academy

Title

Assessment - Quick Scale Marking: Grade 10 Writing

Content

Writing Personal Views or Response

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT	The writing shows problems with style, form, and mechanics that obscure purpose and meaning. May be too brief to meet basic requirements of the task. Reflects little knowledge of the conventions of writing.	The writing is generally clear and conversational, with a beginning, middle,and end. However, development is uneven, and the writer uses a limited repertoire of language, sentences, and techniques.	The writing is clear and logical, with some evidence of depth or maturity.Meets the requirements of the task with a sense of purpose and control and with some variety in language, sentences, and techniques.	The writing creates an impact on the reader, with a sense of vitality and finesse. It exceeds requirements of the task and features some complex and mature language,ideas, and techniques.Few, if any, errors.
MEANING • ideas • support • connection to reader	• ideas are not developed • may be very short, with few examples and details • problems obscure any sense of individuality	• ideas are generally straightforward and clear; unevenly developed • some relevant examples, details • may connect to own experience	• ideas are fully developed and show depth in places • supporting details and examples are relevant • personalizes the topic	• ideas are fully developed with some originality, maturity, and individuality • details and examples often show some subtlety • tries to elicit a specific response from the reader
STYLE • voice and tone • syntax • vocabulary • rhetorical or stylistic techniques	• often uses inappropriate tone or language • simple sentences and coordination • basic vocabulary; errors in word choice • disjointed and awkward	• generally colloquial • limited repertoire of sentences • straightforward vocabulary • little evidence of deliberate techniques	• appropriate tone and level of language • varied sentence types and lengths • varied and appropriate language • some attempts to use effective techniques	• style and tone help to accomplish purpose, add impact • wide repertoire of effective sentence structures • precise, concise language • takes risks with a variety of techniques
FORM • beginning • organization and sequence • transitions • ending	• opening usually introduces the topic • structure may seem illogical or random • may seem disjointed because ideas are not linked with transitions • omits or provides ineffective ending	• opening establishes purposes • sequence is generally logical but may lack sense of direction • transitions awkward or missing in places • conclusion is often mechanical	• opening establishes context and purpose • sequence is logical • transitions help to connect ideas clearly • conclusion focuses on the purpose; tries to provide a resolution	• engaging introduction • sound structure; seems effortless and natural • smoothly integrates elements such as dialogue, examples, explanations, and anecdotes • conclusion provides a satisfying resolution
CONVENTIONS • spelling • sentence structure and punctuation • usage	• includes frequent noticeable errors in basic structures and language that may interfere with meaning	• includes noticeable errors that may distract the reader but do not interfere with meaning	• may include some errors; these are generally not serious and do not distract the reader	• few errors; these do not distract the reader (may only be noticeable when the reader looks for them)

Aspect

Emerging

Developing

Proficient

Extending

SNAPSHOT

The writing shows problems with style, form, and mechanics that obscure purpose and meaning. May be too brief to meet basic requirements of the task. Reflects little knowledge of the conventions of writing.

The writing is generally clear and conversational, with a beginning, middle,and end. However, development is uneven, and the writer uses a limited repertoire of language, sentences, and techniques.

The writing is clear and logical, with some evidence of depth or maturity.Meets the requirements of the task with a sense of purpose and control and with some variety in language, sentences, and techniques.

The writing creates an impact on the reader, with a sense of vitality and finesse. It exceeds requirements of the task and features some complex and mature language,ideas, and techniques.Few, if any, errors.

MEANING

• ideas
• support
• connection to reader

• ideas are not developed
• may be very short, with few examples and details
• problems obscure any sense of individuality

• ideas are generally straightforward and clear; unevenly developed
• some relevant examples, details
• may connect to own experience

• ideas are fully developed and show depth in places
• supporting details and examples are relevant
• personalizes the topic

• ideas are fully developed with some originality, maturity, and individuality
• details and examples often show some subtlety
• tries to elicit a specific response from the reader

STYLE

• voice and tone
• syntax
• vocabulary
• rhetorical or stylistic
techniques

• often uses inappropriate
tone or language
• simple sentences and
coordination
• basic vocabulary; errors in word choice
• disjointed and awkward

• generally colloquial
• limited repertoire of
sentences
• straightforward
vocabulary
• little evidence of deliberate techniques

• appropriate tone and
level of language
• varied sentence types and lengths
• varied and appropriate language
• some attempts to use effective techniques

• style and tone help to accomplish purpose, add impact
• wide repertoire of effective sentence structures
• precise, concise language
• takes risks with a variety of techniques

FORM

• beginning
• organization and sequence
• transitions
• ending

• opening usually introduces the topic
• structure may seem illogical or random
• may seem disjointed because ideas are not linked with transitions
• omits or provides ineffective ending

• opening establishes purposes
• sequence is generally logical but may lack sense of direction
• transitions awkward or missing in places
• conclusion is often mechanical

• opening establishes
context and purpose
• sequence is logical
• transitions help to
connect ideas clearly
• conclusion focuses on
the purpose; tries to
provide a resolution

• engaging introduction
• sound structure; seems effortless and natural
• smoothly integrates elements such as dialogue, examples, explanations, and anecdotes
• conclusion provides a satisfying resolution

CONVENTIONS

• spelling
• sentence structure and punctuation
• usage

• includes frequent noticeable errors in basic structures and language that may interfere with meaning

• includes noticeable errors that may distract the reader but do not interfere with meaning

• may include some errors; these are generally not serious and do not distract the reader

• few errors; these do not distract the reader (may only be noticeable when the reader looks for them)

Writing Essays

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The writing does not accomplish the basic task; may be seriously flawed, incomplete, or misinterpret key aspects of the topic. Reflects little knowledge of the conventions of essay writing.	The writer has something to say about the topic, but leaves gaps in ideas and development and is unable to fully control the required form and style. Limited variety in language, sentences.	The writing fulfils requirements of the task, with an overall sense of purpose and control. Ideas are generally clear and carefully developed. Some variety in language, sentences, and techniques.	The writing features some complex, mature topics, structures, language, and techniques; dense and economical. Shows engagement with the topic, and takes risks to create an impact.
MEANING • topic, purpose,stance • understanding of the topic • development • support	• unfocused; may omit thesis • little understanding of the topic • inadequate material • details, examples, and quotations are not clearly linked to topic	• clear topic; thesis may be unfocused • basic understanding; tends to summarize • parts illogical or hard to follow • relies on general knowledge, emotion	• clear, focused thesis • sound understanding of topic; some depth • clearly and logically developed • relevant details and examples support main points	• clear and often provocative thesis; sense of direction • depth of understanding; attempts to interpret • developed with some intellectual appeal • well-chosen detail, examples, and quotations
STYLE • voice and tone • syntax • word choice • techniques	• little awareness of audience • simple syntax; limited range of sentences • repetitive and colloquial language • immature style	• voice and tone may be inconsistent • some sentence variety; may have problems with subordination • word choice is appropriate, not concise • difficulty expressing abstract ideas; may be redundant	• appropriate voice and tone • varied sentences • word choice is varied; some complex vocabulary • uses a variety of stylistic or rhetorical techniques	• effective voice and tone; may use humour, irony, satire • varied sentences create specific effects • effective, economical word choice; strong verbs, adjectives • takes risks; shows originality, inventiveness
FORM • organization and sequence • transitions • paragraphing • conclusion	• limited organization or structure • few transitions • paragraphing illogical or omitted • ending often weak	• organization adequate but ineffective • connections among ideas often unclear • some paragraphs not well-developed • conclusion often very short or formulaic	• carefully and logically structured • transitions make connections explicit • competently developed paragraphs • explicit, logical conclusion	• structure appears natural and spontaneous • well-chosen transitions create continuity, unity • effectively developed paragraphs • satisfying conclusion usually has some “punch”
CONVENTIONS • spelling • sentence structure and punctuation • usage (e.g., modifiers, agreement, tense)	• includes frequent noticeable errors in basic sentence structure, spelling, and usage that distract the reader and may interfere with meaning	• includes noticeable errors that may cause the reader to pause or reread; often surface errors could be fixed by careful proofreading	• few errors; these do not affect meaning; appears to have been carefully edited and proofread	• few errors; these do not distract the reader (may only be noticeable when the reader looks for them)

Reports, Articles and Letters

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The writing does not accomplish the basic task; may be seriously flawed or incomplete, or may misinterpret key aspects of the topic.	The writing accomplishes the purpose at a basic level, although there are gaps, and the writer is unable to fully control the required form and style. Limited variety.	The writing fulfils requirements of the task,with an overall sense of purpose and control. Ideas are generally clear and carefully developed.Some variety.	The writing fully accomplishes the purpose, showing some complexity and maturity. The writing is specific, dense,and economical. Tries to engage the reader; may take risks.
MEANING • topic, purpose • understanding of the topic • development • support	• lacks purpose and focus • little basic understanding of topic • inadequate material • details, examples, and quotations not clearly linked to topic	• clear topic; purpose may waver • basic understanding; little analysis • development may be sketchy, illogical • uneven support for main ideas	• topic and purpose are clear and carried through • sound understanding;some depth in places • ideas are clearly and logically developed • relevant support; uses researched information where appropriate	• tightly focused around a clear topic, purpose,and audience • interprets and analyzes with understanding and control • some complexity • selectively uses support (e.g., research, detail)
STYLE • voice and tone • syntax • word choice • clarity; conciseness	• informal and conversational • basic sentences • colloquial language • often immature, vague, and repetitive	• inconsistent voice and tone • some sentence variety • correct word choice; may be repetitive • redundant in places	• appropriate voice and tone • varied sentences; uses appropriate subordination • varied word choice; some specialized and technical terms • clear	• effective voice and tone • varied sentences;smooth and easy to read • specific language; specialized and technical terms • clear and concise
FORM • text features • organization and sequence • transitions • visuals and graphics • conclusion • bibliography (if required)	• omits text features or uses them inappropriately • limited organization • few transitions• visuals and graphics are omitted or flawed • weak ending • bibliography omitted or seriously flawed	• basic text features • logical but ineffective organization • unclear connections among ideas or sections • has most required visuals and graphics; parts flawed • short or formulaic conclusion • bibliography has errors or omissions	• text features provide clear, basic information • logically organized • transitions make explicit connections • required visuals and graphics are accurate and relevant (may have minor flaws) • logical conclusion • bibliography is complete; minor flaws	• text features efficiently convey key ideas • effective organization • transitions create continuity • effective visuals and graphics clarify the written text • explicit and satisfying conclusion • complete and accurate bibliography
CONVENTIONS • spelling • sentence structure and punctuation • usage	• includes frequent noticeable errors in basic sentence structure, spelling, and usage that distract the reader and may interfere with meaning	• includes noticeable errors that may cause the reader to pause or reread; often surface errors could be fixed by careful proofreading	• few errors; these do not affect meaning;appears to have been carefully edited and proofread	• few errors; these do not distract the reader (may only be noticeable when the reader looks for them

Writing Narrative

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	The story features problems with style, form, and mechanics that make it difficult to determine the purpose and meaning.Reflects little knowledge of narrative conventions and techniques.	The story is generally clear, with a beginning, middle, and end. Development may seem uneven. The writer has difficulty controlling the form and style. Tends to tell about events rather than “show” them.	The story is clear and carefully developed, with some sense of audience and purpose. Some variety and engaging features. May overexplain in places, telling rather than “showing.”	The story creates an impact, with a sense of vitality, economy, and finesse. Features some complex, engaging ideas, language, structures, and techniques. Relies on “showing,” not telling.
MEANING • sense of audience • integration of story elements • plot • character • theme	• little sense of audience or purpose • limited story elements • no underlying structure or development • stereotypic characters • no theme or controlling idea	• some sense of audience; little impact • includes most story elements • easy-to-follow storyline with a simple conflict; does not build to a climax • flat, superficial characters • simple, superficial theme or controlling idea	• sense of audience; some impact • has all story elements; development inconsistent • storyline has some originality or complexity • characters are clearly presented • theme or controlling idea is relevant to age group	• strong sense of audience; engaging story • control and ease with story elements • efficiently developed around relatively mature conflict • develops “round” characters • some complexity in theme or controlling idea
STYLE • voice and tone • syntax • word choice • techniques	• little narrative voice • simple sentences and coordination • basic vocabulary; may make errors • immature style	• narrative voice and point of view may slip • some sentence variety • some variety in word choice • direct, conversational; little description, imagery	• tries to match narrative voice to purpose, context • varies sentences • varied word choice, visual description • some risk-taking to create effects	• creates and sustains effective narrative voice • syntactic maturity • effective word choices • takes risks, often showing originality and inventiveness
FORM • beginning • structure and sequence • transitions • dialogue • ending	• beginning unclear • passage of time is often confusing or overemphasized • few transitions; may seem disjointed • dialogue seems random, features frequent errors • weak ending	• begins by explaining the situation • passage of time is often awkward, obtrusive • transitions awkward; paragraphing inconsistent • dialogue poorly integrated • unrealistic or anticlimactic ending	• begins with an incident; may overexplain • manages passage of time clearly; may falter • transitions make sequence clear; appropriate paragraphing • appropriate dialogue • resolves story in a logical, predictable way	• beginning is immediately engaging • appropriate pacing; manages the passage of time effectively • well-chosen transitions and effective paragraphing create continuity • dialogue is effective • ending has some “punch”
CONVENTIONS • spelling • sentence structure and punctuation • usage	• frequent noticeable errors in basic sentence structure, spelling, and usage that distract the reader and may interfere with meaning	• noticeable errors that may cause the reader to pause or reread; often surface errors could be fixed by careful proofreading	• few errors; these do not affect meaning; appears to have been carefully edited and proofread	• few errors; these do not distract the reader (may only be noticeable when the reader looks for them)

Aspect

Not Yet Within Expectations

Meets Expectations
(Minimal Level)

Fully Meets Expectations

Exceeds Expectations

SNAPSHOT

The story features
problems with style, form, and mechanics that make it difficult to determine the purpose and meaning.Reflects little knowledge of narrative conventions and techniques.

The story is generally clear, with a beginning, middle, and end. Development may seem uneven. The writer has difficulty controlling the form and style. Tends to tell about events rather than “show” them.

The story is clear and carefully developed, with some sense of audience and purpose. Some variety and engaging features. May overexplain in places, telling rather than “showing.”

The story creates an impact, with a sense of vitality, economy, and finesse. Features some complex, engaging ideas, language, structures, and techniques. Relies on “showing,” not telling.

MEANING

• sense of audience
• integration of story elements
• plot
• character
• theme

• little sense of audience or purpose
• limited story elements
• no underlying structure or development
• stereotypic characters
• no theme or controlling idea

• some sense of audience; little impact
• includes most story elements
• easy-to-follow storyline with a simple conflict; does not build to a climax
• flat, superficial characters
• simple, superficial theme or controlling idea

• sense of audience; some impact
• has all story elements; development inconsistent
• storyline has some originality or complexity
• characters are clearly presented
• theme or controlling idea is relevant to age group

• strong sense of audience; engaging story
• control and ease with story elements
• efficiently developed around relatively mature conflict
• develops “round” characters
• some complexity in theme or controlling idea

STYLE

• voice and tone
• syntax
• word choice
• techniques

• little narrative voice
• simple sentences and coordination
• basic vocabulary; may make errors
• immature style

• narrative voice and point of view may slip
• some sentence variety
• some variety in word choice
• direct, conversational; little description, imagery

• tries to match narrative voice to purpose, context
• varies sentences
• varied word choice, visual description
• some risk-taking to create effects

• creates and sustains effective narrative voice
• syntactic maturity
• effective word choices
• takes risks, often showing originality and inventiveness

FORM

• beginning
• structure and sequence
• transitions
• dialogue
• ending

• beginning unclear
• passage of time is often confusing or overemphasized
• few transitions; may seem disjointed
• dialogue seems random, features frequent errors
• weak ending

• begins by explaining
the situation
• passage of time is often awkward, obtrusive
• transitions awkward;
paragraphing inconsistent
• dialogue poorly integrated
• unrealistic or anticlimactic ending

• begins with an incident; may overexplain
• manages passage of time clearly; may falter
• transitions make sequence clear; appropriate paragraphing
• appropriate dialogue
• resolves story in a logical, predictable way

• beginning is immediately engaging
• appropriate pacing; manages the passage of time effectively
• well-chosen transitions and effective paragraphing create continuity
• dialogue is effective
• ending has some “punch”

CONVENTIONS

• spelling
• sentence
structure and
punctuation
• usage

• frequent noticeable errors in basic sentence structure, spelling, and usage that distract the reader and may interfere with meaning

• noticeable errors that may cause the reader to pause or reread; often surface errors could be fixed by careful proofreading

• few errors; these do not affect meaning; appears to have been carefully edited and proofread

• few errors; these do not distract the reader (may only be noticeable when the reader looks for them)

Writing Poems

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT	Creates a work with little sense of purpose or poetic form; few attempts to use poetic language or devices	Attempts to develop a poetic statement with some literary devices (often rhyme or simile); often seems contrived.	Creates a thoughtful poetic statement that features some effective literary devices and imagery.	Engages the reader in a well-crafted poetic statement that features some powerful imagery and literary devices.
MEANING • ideas • support • connection to reader	• no controlling idea; little sense of purpose • undeveloped • detail seems chosen to fit rhyme scheme • no sense of audience; may leave reader confused	• relatively simple controlling idea; often loses focus • relatively narrow or superficial; predictable and obvious • some relevant detail; may seem forced to fit chosen form or rhyme • does not engage reader	• focused on an explicit controlling idea • thoughtful; tries to deal with topic maturely • carefully chosen details • tries to make a connection or have an impact on reader— sense of audience	• focused on an implicit controlling idea; some subtlety • interesting insights or perspectives (for grade) • efficient, powerful use of detail • some ambiguity that engages reader; achieves intended effect
STYLE • poetic devices • vocabulary • voice	• few, if any, examples of poetic devices and imagery • basic vocabulary; often repetitive, incorrect, or inappropriate • no sense of voice	• poetic devices and imagery seem contrived • conversational language; some visual description (tends to tell, not “show”) • limited or inconsistent sense of voice	• some effective poetic devices and imagery; others may be ineffective • some vitality and variety in language, with strong visual description • sense of voice	• some original and inventive poetic devices and imagery (often includes sound devices) • effective and powerful word choices; may take risks, be playful • engaging voice
FORM • poetic form • sequence, transitions • ending	• has difficulty with form (e.g., prose with random line breaks or rhyme without meaning) • illogical sequence • stops abruptly or has illogical ending	• uses some conventions of form, but often lapses; may be controlled by rhyme scheme; form and content may not match • clear sequence; lacks direction • ending may not offer closure	• controls basic conventions of the form, but may lapse in places (e.g., extra syllable or line, contrived rhyme) • clear sequence and direction • logical ending with some sense of closure	• controls form; form is appropriate for content • sense of direction, building to a conclusion • ending has some impact, leaving the reader with something to think about
CONVENTIONS • line breaks • punctuation • spelling	• line breaks appear random • serious problems with punctuation and spelling • frequent noticeable spelling errors in basic words	• line breaks are logical but do not create effects or guide reader • some errors in punctuation • may include noticeable spelling errors	• tries to use line breaks for effect; sometimes inconsistent; contrived • punctuation is logical • may include occasional minor spelling errors	• line breaks are effective • may use dashes, ellipses, semicolons, and spaces for effect • few, if any, spelling errors

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