Examples of the Standards English Language for Students’ Writing Arts 30–2whites30.weebly.com/uploads/1/3/2/2/13220350/e30-2_parta... · 2020-03-22 · English Language Arts 30–2

• Visual Reflection Assignment • Literary Exploration Assignment• Persuasive Writing in Context Assignment

Examples of the Standards for Students’ Writing

English LanguageArts 30–2

From the June 2008 Diploma Examination

This document was written primarily for: Students Teachers Administrators Parents General Public Others

Copyright 2008, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta Education, Learner Assessment, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6, and its licensors. All rights reserved. Special permission is granted to Alberta educators only to reproduce, for educational purposes and on a non-profit basis, parts of this document that do not contain excerpted material. Excerpted material in this document shall not be reproduced without the written permission of the original publisher (see credits, where applicable).

Contents Acknowledgements ii Introduction 1 English Language Arts 30–2 June 2008 Writing Assignments 3

Assignment I: Visual Reflection 4

Assignment II: Literary Exploration 6

Assignment III: Persuasive Writing in Context 9 English Language Arts 30–2 Part A: Written Response Standards Confirmation 12

Background 12 Impressions of Standards Confirmers June 2008 13

Examples of Students’ Writing with Teachers’ Commentaries 15

English Language Arts 30–2 Visual Reflection Assignment, June 2008 15 English Language Arts 30–2 Literary Exploration Assignment, June 2008 25 English Language Arts 30–2 Persuasive Writing in Context Assignment, June 2008 49

Scoring Categories and Criteria 61

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Acknowledgements

Publication of this document would not have been possible without the permission of the students whose writing is presented. The co-operation of these students has allowed us to continue defining the standards of writing performance expected in connection with diploma examinations and demonstrating approaches taken by students in their writing. This document includes the valuable contributions of many educators. Sincere thanks and appreciation are extended to the following Standards Confirmers: Claudia Hanevy, Keri Helgren, Sandy Lee, Brian Lindstrand, Brianna Storey, Richard Wagner, and Kjirsten Wilson. We gratefully acknowledge the contributions made by members of the Humanities Unit and the Document Design and Desktop Publishing Unit of Learner Assessment, Alberta Education. You can reach us with your comments and questions by e-mail to [email protected], [email protected], or [email protected], or by regular mail at

Alberta Education Box 43

44 Capital Boulevard 10044 108 Street NW

Edmonton, Alberta T5J 5E6

We would be pleased to hear from you.

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Introduction

The written responses in this document are examples of English Language Arts 30–2 Diploma Examination writing that received scores of Satisfactory (S), Proficient (Pf), or Excellent (E). These sample responses are taken from the June 2008 administration. Along with the commentaries that accompany them, they should help you and your students to understand the standards for English Language Arts 30–2 Diploma Examination writing in relation to the scoring criteria.

The purpose of the sample responses is to illustrate the standards that governed the June 2008 marking session and that anchor the selection of similar sample responses for subsequent marking sessions in 2008. The sample papers and the commentaries were used to train markers to apply the scoring criteria consistently and to justify their decisions about scores in terms of each student’s work and the criteria.

The sample responses included in this document represent a very small sample of successful approaches to the assignments. Selection and Use of Sample Papers The teachers on the Standards Confirmation Committee for the June 2008 marking session selected the examples of student responses included here. They also wrote the commentaries that discuss the students’ writing in terms of the scoring criteria used for marking. During their preparation for the June 2008 marking session, markers reviewed and validated the standards represented by these sample responses. Markers then used these sample responses as guidelines for marking the written-response sections of the June 2008 English Language Arts 30–2 Diploma Examination. Cautions 1. The commentaries are brief.

The commentaries were written for groups of markers to discuss and apply during the marking session. Although brief, they provide a model for relating specific examples from student work to the details in a specific scoring criterion.

2. Neither the scoring guide nor the assignments are meant to limit students to a single organizational or rhetorical approach in completing any diploma examination assignment.

Students must be free to select and organize their materials in a manner that they feel will enable them to best present their ideas. In fact, part of what is being assessed is the final effectiveness of the content, the form and structure, and the rhetorical choices that students make.

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The student writing in this document illustrates just a few of the many successful organizational and rhetorical strategies in June 2008.

We strongly recommend that you caution your students that there is no preferred approach to an assignment except the approach that best accomplishes the student writer’s goal of effectively communicating his or her own ideas about the topic.

We advise you not to draw any conclusions about common patterns of approach taken by students.

3. The sample papers presented in this document must not be used as models for instructional purposes.

Because these papers are illustrations only, and because they are sample responses to a set topic, students must be cautioned not to memorize the content of any of these assignments and not to use them when completing classroom assignments or when writing future diploma examinations. Examination markers and staff at Alberta Education take any possibility of plagiarism or cheating seriously. The consequences for students are grave. The approaches taken by students at the standard of excellence, not their words or ideas, are what students being examined in the future should consider emulating. In fact, it is hoped that the variety of approaches presented here will inspire students to experiment with diction, syntax, and form and structure as ways of developing an individual voice and engaging the reader in ideas and forms that the student has considered.

4. It is essential that you consider each of these examples of student writing in light

of the constraints of the examination situation.

Under examination conditions, students produce first-draft writing. Given more time, students would be expected to produce papers of considerably improved quality, particularly in the dimensions of Presentation, Matters of Correctness, and Writing Skills.

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English Language Arts 30–2 June 2008 Writing Assignments June 2008

English Language Arts 30–2

Part A: Written Response Grade 12 Diploma Examination Description Time: 2½ hours. This examination was developed to be completed in 2½ hours; however, you may take an additional ½ hour to complete the examination. Plan your time carefully. Part A: Written Response contributes 50% of the total English Language Arts 30–2 Diploma Examination mark and consists of three assignments. • Assignment I:

Visual Reflection Value 10% of total examination mark

• Assignment II: Literary Exploration Value 25% of total examination mark

• Assignment III: Persuasive Writing in Context Value 15% of total examination mark

Do not write your name anywhere in this booklet. Feel free to make corrections and revisions directly on your written work.

Instructions • Complete all three assignments. • You may use the following print

references: –an English and/or bilingual dictionary –a thesaurus –an authorized writing handbook

• Space is provided in this booklet for planning and for your written work.

• Use blue or black ink for your written

work. Additional Instructions for Students Using Word Processors • Format your work using an easy-to-read

12-point or larger font such as Times. • Double-space your final copy. • Staple your final printed work to the

pages indicated for word-processed work for each assignment. Hand in all work.

• Indicate in the space provided on the

back cover that you have attached word-processed pages.

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ASSIGNMENT I: VISUAL REFLECTION Suggested time: 30 to 40 minutes Some Muslim women in the surf in Algeria.

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ASSIGNMENT I: VISUAL REFLECTION Examine the poster on page 2. Reflect upon the ideas and impressions suggested by the photograph. The Assignment In your writing, you may respond personally, critically, and/or creatively. You must • select a prose form that is appropriate to the ideas you wish to express and that will

enable you to effectively communicate to the reader • consider how you can create a strong unifying effect

Initial Planning

There is additional space for planning on pages 4 and 6.

What ideas and impressions does the photograph suggest to you? Consider the context, and develop your response by referring to the photograph.

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ASSIGNMENT II: LITERARY EXPLORATION Suggested time: 70 to 80 minutes Read the following nonfiction excerpt and complete the assignment that follows. Sid Halley was a world champion race jockey when he suffered a spectacular crash at the Belmont Stakes. The accident crushed his left hand and ended his riding career. As the novel begins, he is contemplating his life after racing.

from WHIP HAND I dreamed I was riding in a race.

Nothing odd in that. I’d ridden in thousands. There were fences to jump. There were horses, and jockeys in a rainbow of colors,

and miles of green grass. There were massed banks of people, with pink oval faces, undistinguishable pink blobs from where I crouched in the stirrups, galloping past, straining with speed.

Their mouths were open, and although I could hear no sound, I knew they were shouting.

Shouting my name, to make me win. Winning was all. Winning was my function. What I was there for. What I wanted.

What I was born for. In the dream, I won the race. The shouting turned to cheering, and the cheering lifted

me up on its wings, like a wave. But the winning was all; not the cheering. I woke in the dark, as I often did, at four in the morning. There was silence. No cheering. Just silence. I could still feel the way I’d moved with the horse, the ripple of muscle through both

the striving bodies, uniting in one. I could still feel the irons round my feet, the calves of my legs gripping, the balance, the nearness to my head of the stretching brown neck, the mane blowing in my mouth, my hands on the reins.

There came, at that point, the second awakening. The real one. The moment in which I first moved, and opened my eyes, and remembered that I wouldn’t ride any more races, ever. The wrench of loss came again as a fresh grief. The dream was a dream for whole men.

I dreamed it quite often. Damned senseless thing to do. Living, of course, was quite different. One discarded dreams, and got dressed, and

made what one could of the day.

Dick Francis

Francis, Dick. Whip Hand. New York: Harper & Row, Publishers, 1979. Reprinted by permission of Sll/sterling Lord Literistic, Inc. Copyright 1979 by Dick Francis.

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The Assignment In the excerpt, the speaker faces the reality that life continues regardless of changed circumstances. Also, he realizes that the pain of loss can result in a new perspective.

What is your opinion of the idea that significant events can change an individual’s perspective?

You must • discuss a character from literature or film that you have studied in English Language

Arts 30–2. You may choose to discuss more than one character • ensure the details you select support your opinion of the idea that significant events can

change an individual’s perspective • present your ideas in prose You should • reflect upon your own knowledge and/or experience and/or the reading selection

provided • use the Personal Reflection on Choice of Character(s) from Literary Text(s)

(see page 11) to help you select a character who is relevant to this assignment and interesting to you from the short stories, novels, plays, poetry, nonfiction, or films that you have studied in English Language Arts 30–2

• carefully consider your controlling idea or how you will create a strong unifying effect

in your response. Organize your discussion so that your ideas are clearly and effectively presented

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Assignment II: Literary Exploration

Initial Planning Please use this space for your initial planning. This information assists markers in identifying the text(s) and character(s) you have chosen. The markers who read your composition will be very familiar with the literary texts you have chosen. Literary Text(s) ______________________________________________________ Author(s) ______________________________________________________ Character(s) ______________________________________________________ Personal Reflection on Choice of Character(s) from Literary Text(s) Suggested time: 10 minutes Briefly explain why you chose this character to develop your opinion of the idea that significant events can change an individual’s perspective. Markers will consider the information you provide here when determining the effectiveness of your response. There is additional space for planning on pages 12, 14, 16, and 18.

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ASSIGNMENT III: PERSUASIVE WRITING IN CONTEXT Suggested time: 40 to 50 minutes Read the situation described below and use it to complete the assignment that follows. The Situation Concerts West, an Edmonton-based music promoter, has approached the Prosper Town Council with a proposal to hold the only Alberta stop of the Defcon Four International Music Festival in Prosper. Defcon has become one of the biggest and most successful summer music tours in North America. The three-day festival features performances by a variety of new and established musical acts in many genres including rock, pop, folk, hip hop, and jazz. Supporters of the proposal cite the large economic benefits that such festivals bring to the communities that host them. Those opposed have concerns about logistics, crowd control, and property damage. In deciding whether or not to pursue the event, the Prosper Town Council has invited the community to make its views known at a public forum on July 15. You are Jo Steyn, a recent graduate of Prosper High School. You have considered information and opinions from a variety of sources (see pages 22 and 23). After considering the advantages and disadvantages of the proposal, you have reached a decision. You now need to prepare a persuasive speech that clearly explains

• your decision on the proposal to host the music festival • the reasons why you believe your decision to be the best decision

The Assignment

Write a speech that will persuade the Prosper Town Council either to ACCEPT or to REJECT the proposal to host the music festival.

In preparing your letter, BE SURE TO

• consider your purpose and audience • study the information on the following pages • use an appropriate tone

Remember that you must clearly and directly choose either to accept or reject the proposed music festival.

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What is the proposed Defcon Four music festival? The fourth annual Defcon International Music Festival will be the largest and most ambitious edition of the popular summer music tour. Featuring dozens of new and established musical acts in a variety of genres, Defcon Four is expected to set attendance records across North America. The concerts are typically staged in rural areas to take advantage of large areas of available open land for staging, seating, parking, concessions, and camping. The three-day events are widely publicized and have become extremely popular with young adults.

Statement from Concerts West Promotions Defcon Four offers an enticing array of benefits to the community of Prosper. As this will be the only stop of the tour in Alberta, attendance figures are expected to be in the thousands. The economic boom that this festival will provide to Prosper is enormous. Local retailers, restaurants, hotels, motels, campgrounds, and enterprising entrepreneurs stand to make more money in three days than they would all year. In addition, this popular festival is in its fourth year and has the potential to become an annual event for your town. The beautiful and friendly surroundings of the Prosper community are ideal for this musical extravaganza, and the attendant publicity from the event is likely to continue to benefit the community for years to come. Statement from the president of the Prosper High School Council While we are receptive to the large economic benefits this event is likely to bring to our town, we question the ability of a community the size of Prosper to successfully manage a festival this large. The logistical complexities are daunting, to say the least. Traffic management, parking, security, law enforcement, crowd control, and potential property damage are just a few of the obstacles that would have to be addressed. Defcon has also become somewhat notorious for overselling the benefits of the festival to communities and downplaying the very real consequences of transforming a quiet rural area into a gathering point for thousands of high-spirited young people.

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Opinions on the proposed music festival I think this is a fantastic idea! Defcon is huge. And the promoters always offer a spot in the concert lineup for a band from the community that hosts the event. Our band has been performing semi-professionally for a year. We could get more exposure in one night than we could in five years. Plus, my dad owns four sections of land north of town and is willing to offer our property as the site for this event. If he’s not worried about the crowds, why should anyone else be? Simon Le Page, drummer for the band Gear Shift Quite frankly, I question the wisdom of town council in even considering this idea. Concerts of this size become large, unpredictable masses, and we’re talking about thousands of people who have no connection to this community descending upon it and treating it as their own private playground. Woodstock may have been the cultural event of the 1960s, but it transferred an idyllic farm in upstate New York into several square miles of mud, garbage, and misery. I remember, because I was there. Will Polanski, farmer

Despite the economic boom in Alberta, we’ve had a tough few years here in Prosper. Farmers are having difficulty paying their bills, and the high Canadian dollar means that local beef producers have been selling their animals at a loss. This depression has also inevitably affected local businesses. An economic windfall like this festival would really help. I know of dozens of people who would jump at the chance to work hard at hosting this event in exchange for the financial benefits that everyone will share. We have

a chance to make this stop of the Defcon tour the one to remember, and help ourselves at the same time.

Sara Seville, local restaurant owner Everyone always gets excited at the prospect of financial benefit, but that’s only one consideration. While it’s true that most young people are decent and law abiding, it’s also true that large crowds present unique dangers. Traffic accidents increase, and alcohol consumption makes even ordinarily stable people less inhibited. Theft, vandalism, and crowd control always attend these events, and if the weather turns bad, we could have thousands of miserable people with little or no shelter. Even with help from other detachments, we could be overwhelmed very quickly. Erin Chen, Prosper Police Department

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English Language Arts 30–2 Part A: Written Response Standards Confirmation

Background For all diploma examination scoring sessions, Learner Assessment staff use a process called Standards Confirmation to establish and illustrate expectations for students’ work in relation to the scoring criteria, as well as to ensure scoring consistency within and between marking sessions. Because there are several diploma examination administrations and scoring sessions each school year, the standards must remain consistent for each scoring session in the school year and, similarly, from year to year. Standards for student achievement start with the demands of the Program of Studies for Senior High School English Language Arts and with the interpretation of those demands through learning resources and classroom instruction. These agreed-upon standards are also exemplified in the kinds of tasks and the degree of independence expected of students. All of these complex applications of standards precede the design, development, and scoring of each diploma examination. The Standards Confirmation Committee comprises experienced teachers from representative regions of the province. These teachers work with the Learner Assessment staff responsible for the development, scoring, and results reporting for each diploma examination. Teacher-members participate over a two-year period and are required to serve as group leaders or markers during at least one of the subsequent marking sessions. There are two essential parts to applying standards at the point of examination scoring: the expectations embedded in the scoring criteria and the examples of students’ work that illustrate the scoring criteria within each scoring category. The scoring categories and scoring criteria are available to teachers and students via the 2008–2009 English Language Arts 30–2 Information Bulletin. During each of the January and June marking sessions, example papers selected by members of the Standards Confirmation Committee are used to train markers. Subsequent to each marking session, the example papers that received scores of Satisfactory (S), Proficient (Pf), and Excellent (E) are posted on the Alberta Education website at www.education.alberta.ca in the documents entitled Examples of the Standards for Students’ Writing. The standards confirmation process

• confirms the appropriateness of the standards set by the examination in relation to students’ work

• selects student responses that clearly illustrate the standards in the scoring categories and the scoring criteria to be used when training markers

• writes rationales that explain and support the selection of sample papers in terms of the scoring categories, scoring criteria, and students’ work

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English Language Arts 30-2 Impressions of Standards Confirmers

June 2008

Assignment I: Visual Reflection The photograph of the three Muslim women in the ocean elicited competent writing from students, including a variety of creative narrative responses. Many students developed “global” ideas that included discussions of cultural and religious differences, the necessity for people to attempt to transcend stereotypes, and the importance of being able to see others as people with their own dreams, hopes, challenges, and desires. Written work also included discussions of friendship and of being able to enjoy simple pleasures in life, and some students discussed water as a symbol of freedom or of rebirth. Students chose to engage elements of Muslim culture to varying degrees; some grappled directly with perceived restrictions placed on women in Islamic societies, and others distanced themselves somewhat from the implications of the photograph’s context and instead focused on more-universal human characteristics. It was clear that students were earnestly attempting to avoid inappropriate judgments, and this may account for an unusually high number of creative narrative responses. Some of these responses were connected to the visual prompt through a general detail such as “the ocean,” “three women,” or the “power of nature.” Because of the occasionally tenuous connections to the visual assignment’s instructions to discuss “ideas and impressions conveyed by the photograph,” markers were asked to determine that the student had considered the visual prompt and, if in doubt, take the paper to a group leader or supervisor for confirmation. As one might expect, students’ understandings of particular cultural traditions varied, and some students made statements that were oversimplified or factually incorrect. Such statements did not affect the quality of the responses. Assignment II: Literary Exploration The reading selection from Whip Hand proved accessible, and the writing assignment addressing the degree to which significant events can change an individual’s perspective engaged student writers. Students discussed their ideas on the topic in relation to personal observations, their own experiences, and literature and film studied in ELA 30–2. Unifying effects were varied; some students chose to focus primarily on literature, while others developed responses that focused on the effect of significant events on a person’s perspective and related it to personal experience and to characters from literature or film. The nature of this assignment also elicited a wide variety of personal experiences that were related effectively to the topic. Markers were reminded that the focus of this assignment is on the idea that the student develops in relation to the topic and on how effectively the student explores and supports this idea. Thus, while the literary example is essential, it is but one component of the response as a whole. Because literary examples are often brief and tightly focused on a particular situation or character, markers were reminded to read the information provided by students in the Personal Reflection on Choice of Character(s) from Literary Text(s), and to ensure that they are familiar with the literature or films chosen. Popular literary selections included Finding Fish, Fallen Angels, A Streetcar Named Desire, Night, Tuesdays with Morrie, Lord of the Flies, and Death of a Salesman. Students also used films, such as The Shawshank Redemption, Finding Forrester, The Matrix, Life as a House, and John Q.

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Assignment III: Persuasive Writing in Context The proposal to host the Defcon Four International Music Festival in Prosper received spirited support from many student writers. Students chose to either accept or reject hosting the festival, and provided a variety of details in support of their position. Students drew key details from the source material and occasionally supplemented their arguments with references to their own personal observations and experiences. Many students discussed the economic advantages to Prosper generated by hosting a musical event of this size, the spin-off benefits to the community as a result of increased tourism, and the wide appeal of the musical groups to all ages and tastes. Others responded by identifying the logistical problems of staging such an event and the spectre of disaster created by potentially thousands of people descending on Prosper. Some students also chose to acknowledge and refute positions from the opposing side. Most students were well aware of their purpose in persuading the Prosper Town Council and maintained an appropriate tone. Because of the error in the examination booklet that provided contradictory instructions to students on whether they were to write a speech or a letter, markers were instructed that either form was acceptable.

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Examples of Students’ Writing with Teachers’ Commentaries English Language Arts 30–2 Visual Reflection Assignment, June 2008 Example Scored Satisfactory (S)

This example (page 15) is unavailable for posting.

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English Language Arts 30–2 Visual Reflection Assignment, June 2008 Example Scored Satisfactory (S)


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English Language Arts 30–2 June 2008 Assignment I: Visual Reflection

EXAMPLE PAPER—Satisfactory (S)


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English Language Arts 30–2 Visual Reflection Assignment, June 2008 Example Scored Proficient (Pf)

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EXAMPLE PAPER—Proficient (Pf) SCORING CRITERIA RATIONALE SCORE

Ideas and Impressions (Pf) • The student’s perceptions

are thoughtful and considered.

• Support is relevant, detailed,

and clearly connected to the student’s ideas and impressions.

The student’s perception that “this photo represents freedom. Perhaps not permanent freedom, but freedom for the time being” is thoughtful and considered. Support is relevant, detailed, and clearly connected to the student’s ideas and impressions: “those of certain faiths have suffered some sort of oppression,” “they seem to be free from any oppression,” and “The young girl, is allowed to play as a child does and the older women are allowed to smile and play as if they were children again.”

Pf

Presentation (Pf) • The student’s voice is

distinct and the tone is well considered.

• Stylistic choices are specific

and frequently effective. • The writing is coherently

developed, and the unifying effect is capably sustained.

The student’s voice is distinct and the tone is well considered, as in “I am not prejudice,” “I can perhaps say,” “they seem to be free,” “symbolic of starting a new life,” and “Thier freedom to be young, innocent and most importantly, thier freedom to be happy.” Stylistic choices—“oppression,” “baptisms,” and “I don’t know how old they are or where they were born. I do know that for atleast a few moments, for whatever reason, they were allowed to have fun and run in the ocean, feel the water on thier faces and the sand between thier toes”—are specific and frequently effective. The student explores the temporary freedom that the women seem to be enjoying; this discussion leads to a closure that identifies the momentary nature of this freedom. This writing is coherently developed, and the unifying effect is capably sustained.

Pf

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English Language Arts 30–2 Visual Reflection Assignment, June 2008 Example Scored Excellent (E)

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EXAMPLE PAPER—Excellent (E)

SCORING CRITERIA RATIONALE SCORE Ideas and Impressions (E) • The student’s perceptions

are insightful and carefully considered.

• Support is precise,

purposefully chosen, and strongly connected to the student’s ideas and impressions.

The student’s perception about freedom is insightful and carefully considered: “my family needed water and I was the one to get it,” “We were all married, with children and a role to fill,” “For this one time in our lives we were free,” and “for a little while could we play. We were expected back soon and life had to go on.” Support, as in “I could feel the sand slip into the open cracks of my dry, callused skin,” “We cannot work outside the home; our job is cooking, cleaning and looking after the kids,” “Just then we all starting running toward the water haven,” and “put the black cloth over our face and took one last look back at the sea,” is precise, purposefully chosen, and strongly connected to the student’s ideas and impressions.

E

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Presentation (E) • The student’s voice is

engaging and the tone is confident.

• Stylistic choices are

precise and effective. • The writing is skillfully

developed, and the unifying effect is confidently sustained.

The student’s voice is engaging and the tone is confident, as in “The sun was hot and my feet were on fire” and “Until we are called again to fill our roles and fetch the water.” Stylistic choices―“we put our buckets down and gazed into the shimmering rainbow made by the mist,” “The pressures or our lives and the heat of the sun seemed to be washed away as the water engulfed our feet and splashed our faces,” and “We jumped, sang, danced and splashed around as if we had discovered great riches”― are precise and effective. The writing is skillfully developed, and the unifying effect is confidently sustained.

E

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English Language Arts 30–2 Literary Exploration Assignment, June 2008 Example Scored Satisfactory (S)

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English Language Arts 30–2 June 2008 Assignment II: Literary Exploration


SCORING CRITERIA RATIONALE SCORE

Thought and Support (S) • A defensible understanding

of the topic is demonstrated. • The student’s ideas are

appropriately and straightforwardly explored.

• The literary example is

related adequately to the student’s ideas

• Support is relevant but tends

to be general.

A defensible understanding of the topic, “An individual’s perspective can change because of any event that happens,” is demonstrated. The student’s ideas are appropriately and straightforwardly explored, as demonstrated by statements such as “The protagonist, Conrad, goes through some situations that completely change the rest of his life” and “In the end, the speaker realizes that life continues regardless of changed circumstances.” The literary example is related adequately to the student’s ideas (“In the end of the novel, Conrad’s perspective on life has changed quite a lot”). Support—“He seeks out help in a psychologist who later we see is a great deal of help to Conrad,” “He would see the vivid images of how successful he was or could have been,” and “I found myself again and I started to live my life with only the memory of her in the back of my mind”—is relevant but tends to be general.

S

Form and Structure (S) • A controlling idea or

unifying effect is evident, but unity may falter on occasion.

• Development of ideas and

explanations is generally clear and coherent.

• The response moves to a

functional closure.

A controlling idea is evident in the discussion of the excerpt, literary example, and personal experience. Development of ideas and explanations is generally clear and coherent in the discussions of Ordinary People (“He grew from wanting to take his life, to a man with goals set for himself and his life”), the excerpt (“After he grieved for a bit, he would then, get dressed and make what he could of the new day”), and the personal experience (“In my personal experience, I have had to learn to deal with situations and move on”). The response moves to a functional closure.

S

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SCORING CRITERIA RATIONALE SCORE Matters of Choice (S) • Diction is appropriate but

may be general rather than specific.

• Sentence structures are

generally straightforward and clear.

• Stylistic choices contribute

to the creation of a clear voice.

Diction is appropriate but general—“the death of a family member,” “a great deal of help,” “grieved for a bit,” and “talk about anything and everything.” Sentence structures are generally straightforward and clear, as in “The result of this was being placed in a hospital,” “It was the dream of his riding career,” “She was my best friend,” and “It was like she was my age.” Stylistic choices contribute to the creation of a clear voice—“the pain of loss,” “he lived but his brother Buck died,” and “I went through a depressed stage and it seemed like I was going to be in a slump forever.”

S

Matters of Correctness (S) • This writing demonstrates

control of the basics of correct sentence construction, usage, grammar, and mechanics.

• There may be occasional

lapses in control of sentence construction and usage, and/or minor errors in grammar and mechanics.

• The communication,

however, is clear.

This writing demonstrates control of the basics of correct sentence construction, usage, grammar, and mechanics in statements such as “When a memorable situation takes place, it completely changes the outlook for that person’s life” and “Conrad then felt that he should not have lived, so he tries to commit suicide.” There may be occasional lapses in control of sentence construction (“After being released, we start to notice a change in Conrad”) and usage (“seeks out help in a psychologist”), and minor errors in grammar (“growned man”) and mechanics (“ones perspective”). The communication is clear.

S

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English Language Arts 30–2 Literary Exploration Assignment, June 2008 Example Scored Proficient (Pf)

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EXAMPLE PAPER—Proficient (Pf)

SCORING CRITERIA RATIONALE SCORE

Thought and Support (Pf) • A well-considered

understanding of the topic is demonstrated.

• The student’s ideas are

thoughtfully explored. • The literary example is

related competently to the student’s ideas.

• Support is specific and

relevant.

A well-considered understanding of the topic is demonstrated through the student’s recognition that “we are surrounded by events that change and transform our character” and that “with a blink of an eye your viewpoint can be changed.” The student’s ideas are thoughtfully explored: “Antwone Fisher’s entire childhood was an event that changed his life drastically,” “Sid Halley’s perspective changed when a spectacular crash ended his riding career,” and “One single event changed my entire perspective on life, family, and death.” The student’s discussion of Antwone Fisher’s childhood—“Antwone took the abuse as a life changing experience. He took the grief and sadness of his abuse, turned it around and changed his perspective into striving to be a better person”—relates competently to the student’s ideas. Support is specific and relevant, as in “During Antwone’s childhood he was beaten and abused constantly,” “The significance of this crash was how it forced Halley to change his perspective. Winning was no longer everything,” and “my grandfather’s passing has made me more aware of death.”

Pf

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Form and Structure (Pf) • A controlling idea or

unifying effect is sustained throughout the response.


explanations is coherent. • The response moves to an

appropriate closure.

The controlling idea that “A single event that holds significance in a life can alter an individual’s perspective” is sustained throughout the response. Development of ideas is coherent throughout the student’s discussion, as in “In all, countless times of abuse were horrific, yet significant to Antwone Fisher’s life; it changed his perspective into an admirable one,” “Sid finally realized that life does go on without constant success, and maybe that has changed him for the better,” and “My family has become increasingly an important part of my life, due to the fact that we won’t be around forever.” The response moves to an appropriate closure—“In conclusion, I believe that significant events change a person perspective. Abuse made Antwone see the light in being a better person, Sid Halley’s accident showed him how to live a life without glamour, and my Grandfather’s passing taught me to value what I have. Thus, it is evident that events change perspectives, significantly.”

Pf

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Matters of Choice (Pf) • Diction is specific and

generally effective. • Many sentences appear to

have been purposefully structured for effect.


to the creation of a competent voice.

Diction, such as “personal life occurrences,” “dire,” “horrific,” “admirable,” “significance of this crash,” and “opened up a chapter in my life,” is specific and generally effective. Many sentences have been purposefully structured for effect: “In life you never know what is going to happen next, and with a blink of an eye your viewpoint can be changed,” “Abuse usually turns people into abusers due to the fact it is basically what they are taught to do,” and “Winning was no longer everything. It could no longer be his function, or his purpose in life.” Stylistic choices, such as “He took all the pain, and turned it into potential,” “Winning is just a dream now,” and “It was a sad event that took place, but opened up a chapter in my life,” contribute to the creation of a competent voice.

Pf

Matters of Correctness (Pf) • This writing demonstrates

competent control of correct sentence construction, usage, grammar, and mechanics.

• Minor errors in mechanics,

grammar, and/or complex language structures are understandable considering the circumstances.

This writing demonstrates competent control of correct sentence construction (“In all, countless times of abuse were horrific, yet significant to Antwone Fisher’s life; it changed his perspective into an admirable one”), usage (“His perspective went from winning, to living”), grammar (“It is no longer just a word, it is real to me”), and mechanics (“Life is short; we shouldn’t waste a single minute of it”). Minor errors in mechanics, grammar, and complex language structures are understandable considering the circumstances.

Pf

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English Language Arts 30–2 Literary Exploration Assignment, June 2008 Example Scored Excellent (E)

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EXAMPLE PAPER—Excellent (E) SCORING CRITERIA RATIONALE SCORE

Thought and Support (E) • An insightful

understanding of the topic is demonstrated.

• The student’s ideas are

perceptively explored. • The literary example is

related effectively to the student’s ideas.

• Support is precise and

effective.

An insightful understanding of the topic is demonstrated in the exploration of the idea that “Everyone at some point in their life will experience a moment that will forever change their perspective on the world” and the student’s recognition that “our experiences can change other’s lives as well.” The student’s ideas are perceptively explored in the discussions of how Elie’s “belief in God” was impacted by his “experiences in the concentration camps” and of how the student’s life was changed “inside and out” by divorce. The literary example is related effectively to the student’s ideas through such statements as “Now taking this innocence, and subjecting it to the horrors that the Holocaust brought into one’s life would be extremely life-changing” and “This experience left Elie feeling completely drained of everything he ever possessed; physically, mentally, and spiritually.” Support is precise and effective: “All he ever cared about was learning more and more about his Creator,” “Elie was only thirteen when he witnessed people being burned, and the overbearing physical and mental stress that his fellow inmates and prison guards had on each other,” “it seemed as though God had left His people behind, and completely forgotten about them,” and “I was still healing from the emotional battles I had gone through in my childhood and pre-teen years.”

E

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Form and Structure (E) • A focused controlling idea

or unifying effect is skillfully sustained throughout the response.


explanations is smooth and coherent.

• The response flows to an

effective closure.

A focused controlling idea is skillfully sustained throughout the student’s discussion of Night and of personal experience. The development of ideas and explanations is smooth and coherent through the discussion of how Elie “grew up as a young, innocent child of God,” the description of how “the horrors that the Holocaust brought into one’s life would be extremely life-changing,” and the student’s recognition that “My own experiences amount to nothing near what Elie Weisel had to go through,” but “are the significant events in my life that have changed my perspective on life, and the world itself.” The response flows to an effective closure.

E

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Matters of Choice (E) • Diction is precise and

effective. • Many sentences have been

successfully structured for effect and are sometimes polished.


to the creation of a convincing voice.

Diction, as in “the questions he sought the answers to were quite substantial,” “taking this innocence, and subjecting it to the horrors that the Holocaust brought,” “the viciousness and the hatred that I discovered in people,” and “terrifying experiences,” is precise and effective. Many sentences have been successfully structured for effect (“When my mother gave me the choice of continuing on to the high school that my current peers would attend, or to go to a different school, I chose the latter”) and are sometimes polished (“I was angry for no reason, and I still sought acceptance though I felt I could not trust anyone”). Stylistic choices contribute to the creation of a convincing voice: “To Elie, it seemed, if there was such an immense amount of hatred in this world, and all of these people were dying innocently, where was God? Why would God let this happen?” and “These terrifying experiences left me wounded.”

E

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Matters of Correctness (E) • This writing demonstrates

confident control of correct sentence construction, usage, grammar, and mechanics.

• The relative absence of

error is impressive considering the complexity of the response and the circumstances.

This writing demonstrates confident control of correct sentence construction, usage, grammar, and mechanics: “Elie also had a normal childhood; he grew up in a decent community, and his parents were supportive of whatever he decided to do” and “Although I was not quite old enough to comprehend what this truly meant, it still affected me later on in my life as I grew up to understand its true meaning.” The relative absence of error is impressive considering the complexity of the response and the circumstances.

E

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English Language Arts 30–2 Persuasive Writing in Context Assignment, June 2008 Example Scored Satisfactory (S)


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English Language Arts 30–2 Persuasive Writing in Context Assignment, June 2008 Example Scored Satisfactory (S)


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English Language Arts 30–2 June 2008 Assignment III: Persuasive Writing in Context



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English Language Arts 30–2 Persuasive Writing in Context Assignment, June 2008 Example Scored Proficient (Pf)

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English Language Arts 30–2 Persuasive Writing in Context Assignment, June 2008 Example Scored Proficient (Pf)

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Thought and Support (Pf) • A thoughtful and

competent understanding of the issue is demonstrated.

• The student’s arguments

are well considered and sound.

• Support is accurate and

occasionally purposefully chosen to reinforce the student’s ideas in a logical and clear way.

• Awareness of audience is

sustained.

A thoughtful and competent understanding of the issue is demonstrated throughout the student’s speech requesting that the Council “accept the proposed Defcon Four International Music Festival.” The student’s argument is well considered and sound throughout the exploration of how Defcon Four will bring increased tourism and economic benefits because the event’s popularity and range of music will appeal to a wide audience, which will lead to the possibility of other opportunities in the future. Support—“Wouldn’t it be great to be able to help our private businesses out,” “They have several different genres of music such as: rock, pop, folk, hip hop, and jazz,” and “the possibility for more events and festivals such as this”—is accurate and purposefully chosen. Awareness of audience is sustained from the opening statement (“here to convince you to accept the proposed Defcon Four International Music Festival”) to the conclusion (“Thank you for your time today”).

Pf

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Writing Skills (Pf) • The selection and use of

words and structures are frequently effective.

• This writing demonstrates

competent control of correct sentence construction, usage, grammar, and mechanics.

The selection and use of words and structures are frequently effective: “After all, our town would gain about five times more public viewing in one day than we would in a single year,” “Sara is absolutely right,” and “If you choose to accept this proposal then Prosper will be noticed, thus resulting in the possibility for more events and festivals such as this.” This writing demonstrates competent control of correct sentence construction, usage, grammar, and mechanics (“People will be able to enjoy the sights and sound of the Defcon tour while still being able to help out our local businesses and people at the same time”).

Pf

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English Language Arts 30–2 Persuasive Writing in Context Assignment, June 2008 Example Scored Excellent (E)

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English Language Arts 30–2 Persuasive Writing in Context Assignment, June 2008 Example Scored Excellent (E)

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Thought and Support (E) • A perceptive and thorough

understanding of the issue is demonstrated.

• The student’s arguments

are adept and convincing. • Support is well defined and

purposefully chosen to reinforce the student’s ideas in a deliberate and judicious way.

• A precise awareness of

audience is effectively sustained.

A perceptive and thorough understanding of the issue is demonstrated in the discussion of how “this situation has the potential to give this town the economic boom it so needs” and how “the Defcon Four festival would be a massive benefit to our community.” The student’s arguments are adept and convincing: “Where there is a big music festival, there are going to be people there watching it. A lot of people,” “Just think of the increased possible revenue for the duration of a three day long festival,” “We have the space we need to contain it,” and “All these people have a common destination in mind. They all want to get where they’re going, and easily.” Support is well defined and purposefully chosen―“you have a whole province full of music lovers who only have one place to go if they want to witness the event,” “The tourism value of the town would increase. People might even want to come back year after year if this was an annual event,” “Set outside the town, it is much less susceptible to disturbing the everyday flow of Prosper,” and “All we need is a few teams in strategic locations to guide these people to where they are going.” A precise awareness of audience is effectively sustained in statements such as “I am here today to convince you to accept the proposal,” “our town,” and “Thank you, town members, for hearing me out at this meeting.”

E

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Writing Skills (E) • The selection and use of

words and structures are effective.

• This writing demonstrates

confident control of correct sentence construction, usage, grammar, and mechanics.

The selection and use of words (“economic prosperity,” “susceptible,” and “common destination”) and structures (“Some people would argue that a festival of this magnitude would only bring uncontrollable masses of young adults to our community” and “Where there are people willing to work to set a festival up, there are also people willing to clean up the mess after”) are effective. The writing demonstrates confident control of correct sentence construction, usage, grammar, and mechanics.

E

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Scoring Categories and Criteria

Ideas and Impressions (5% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 2.1 2.2 2.3 4.1

Scoring Categories and Scoring Criteria for 2007–2008 Assignment I: Visual Reflection When marking Ideas and Impressions, the marker should consider

• the quality of the ideas generated by the student to explore the visual text(s) and the impressions that the student has formed to reflect upon the visual text(s)

• the effectiveness and consistency of the support provided

Excellent (E) The student’s perceptions are insightful and carefully considered. Support is precise, purposefully chosen, and strongly connected to the student’s ideas and impressions.

Proficient (Pf) The student’s perceptions are thoughtful and considered. Support is relevant, detailed, and clearly connected to the student’s ideas and impressions.

Satisfactory (S) The student’s perceptions are appropriate but may be generalized. Support is adequate and generally connected to the student’s ideas and impressions.

Limited (L) The student’s perceptions are superficial or ambiguous. Support is imprecise, unclear, and/or vaguely connected to the student’s ideas and impressions.

Poor (P) The student’s perceptions are underdeveloped or incomprehensible. Support is lacking, inappropriate, or unrelated to the student’s ideas and impressions.

Insufficient (INS)

• The marker can discern no evidence of an attempt to fulfill the assignment OR

• The writing is so deficient in length that it is not possible to assess Ideas and Impressions.

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Presentation (5% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 3.1 3.2 4.1 4.2

Scoring Categories and Scoring Criteria for 2007–2008 Assignment I: Visual Reflection (Continued) When marking Presentation, the marker should consider

• the effectiveness of voice and its appropriateness to the intended audience of the prose form that the student has chosen

• the quality of language and expression • the appropriateness of development and unifying effect to prose

form

Consider the proportion of error in terms of the complexity and length of the response.

Excellent (E)

The student’s voice is engaging and the tone is confident. Stylistic choices are precise and effective. The writing is skillfully developed, and the unifying effect is confidently sustained.

Proficient (Pf) The student’s voice is distinct and the tone is well considered. Stylistic choices are specific and frequently effective. The writing is coherently developed, and the unifying effect is capably sustained.

Satisfactory (S) The student’s voice is matter-of-fact and the tone is appropriate. Stylistic choices are adequate and occasionally effective. The writing is generally clearly developed, and the unifying effect is appropriately sustained.

Limited (L) The student’s voice is inconsistent and/or the tone

is inappropriate. Stylistic choices are inappropriate, imprecise, and often ineffective. The writing is unclearly or incoherently developed, and the unifying effect is not sustained.

Poor (P) The student’s voice is confused and/or there is no discernible attempt to address the intended audience. Stylistic choices are ineffective and/or impede communication. The writing is ineffectively developed, and/or a unifying effect is absent.

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Thought and Support (10% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 2.1 2.3 3.2 4.1 4.2

Scoring Categories and Scoring Criteria for 2007–2008 Assignment II: Literary Exploration

When marking Thought and Support, the marker should consider how effectively • the student’s ideas reflect an understanding of the topic • the literary example relates to the student’s ideas • the support explains and/or clarifies the response

Consider ideas presented in the Personal Reflection on Choice of Character(s) from Literary Text(s). Excellent (E)

An insightful understanding of the topic is demonstrated. The student’s ideas are perceptively explored. The literary example is related effectively to the student’s ideas. Support is precise and effective.

Proficient (Pf) A well-considered understanding of the topic is demonstrated. The student’s ideas are thoughtfully explored. The literary example is related competently to the student’s ideas. Support is specific and relevant.

Satisfactory (S) A defensible understanding of the topic is demonstrated. The student’s ideas are appropriately and straightforwardly explored. The literary example is related adequately to the student’s ideas. Support is relevant but tends to be general.

Limited (L) An understanding of the topic may be evident but is only partially demonstrated or is not always defensible or sustained. The student’s ideas may be incompletely or unclearly explored. The literary example is lacking or does not relate adequately to the student’s ideas. Support may be deficient, vague, redundant, or marginally relevant.

Poor (P) An implausible conjecture concerning the topic may be suggested. The student’s ideas, if present, are irrelevant, incomprehensible, or unexplored. The literary example is absent or unrelated to the student’s ideas. Support, if present, is overgeneralized or of questionable relevance.

Because students’ responses to the Literary Exploration Assignment vary widely—from philosophical discussions to personal narratives to creative approaches—assessment of the Literary Exploration Assignment on the diploma examination will be in the context of Louise Rosenblatt’s suggestion: … the evaluation of the answers would be in terms of the amount of evidence that the youngster has actually read something and thought about it, not a question of whether, necessarily, he has thought about it the way an adult would, or given an adult’s “correct” answer. Rosenblatt, Louise. “The Reader’s Contribution in the Literary Experience: Interview with Louise Rosenblatt.” By Lionel Wilson. English Quarterly 14, no.1 (Spring, 1981): 3–12.

Insufficient (INS)


• The writing is so deficient in length that it is not possible to assess Thought and Support.

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Form and Structure (5% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 2.2 3.1 4.1 4.2

Scoring Categories and Scoring Criteria for 2007–2008 Assignment II: Literary Exploration (Continued)

When marking Form and Structure, the marker should consider how effectively the student’s organizational choices result in

• the development and maintenance of a controlling idea or unifying effect

• the creation of a coherent, shaped, and concluded discussion in response to the assignment

Excellent (E)

A focused controlling idea or unifying effect is skillfully sustained throughout the response. Development of ideas and explanations is smooth and coherent. The response flows to an effective closure.

Proficient (Pf) A controlling idea or unifying effect is sustained throughout the response. Development of ideas and explanations is coherent. The response moves to an appropriate closure.

Satisfactory (S) A controlling idea or unifying effect is evident, but unity may falter on occasion. Development of ideas and explanations is generally clear and coherent. The response moves to a functional closure.

Limited (L) A controlling idea or unifying effect may be evident, but the response lacks unity. Development of ideas and explanations is uncertain, inadequate, or incoherent. The response may not arrive at an appropriate closure.

Poor (P) A controlling idea or unifying effect is absent. Development of ideas and explanations is unclear and ineffective. The response closes ineffectively.

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Matters of Choice (5% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 4.2


When marking Matters of Choice, the marker should consider how effectively the student’s choices enhance communication. The marker should consider

• diction, including connotative language, imagery, idiomatic expressions, and dialect

• syntax, including such choices as parallelism, balance, inversion, sentence length, and variety

• the contribution of stylistic choices to the creation of voice

Excellent (E)

Diction is precise and effective. Many sentences have been successfully structured for effect and are sometimes polished. Stylistic choices contribute to the creation of a convincing voice.

Proficient (Pf) Diction is specific and generally effective. Many sentences appear to have been purposefully structured for effect. Stylistic choices contribute to the creation of a competent voice.

Satisfactory (S) Diction is appropriate but may be general rather

than specific. Sentence structures are generally straightforward and clear. Stylistic choices contribute to the creation of a clear voice.

Limited (L) Diction is imprecise and/or inappropriate. Sentence structures are frequently ineffective and/or awkward. Inadequate stylistic choices contribute to the creation of an uncertain or unclear voice.

Poor (P) Diction is inaccurate and/or overgeneralized. Sentence structures are misused to such an extent that clarity suffers. A lack of stylistic choices contributes to the creation of an ineffective voice.

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Matters of Correctness (5% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 4.2


When marking Matters of Correctness, the marker should consider the correctness of

• sentence construction (completeness, consistency, subordination, coordination, predication)

• usage (accurate use of words according to convention and meaning) • grammar (subject-verb/pronoun-antecedent agreement, pronoun

reference, consistency of tense) • mechanics (punctuation, spelling, capitalization) Consider the proportion of error in terms of the complexity and length of the response.

Excellent (E)

This writing demonstrates confident control of correct sentence construction, usage, grammar, and mechanics. The relative absence of error is impressive considering the complexity of the response and the circumstances.

Proficient (Pf) This writing demonstrates competent control of correct sentence construction, usage, grammar, and mechanics. Minor errors in mechanics, grammar, and/or complex language structures are understandable considering the circumstances.

Satisfactory (S) This writing demonstrates control of the basics of correct sentence construction, usage, grammar, and mechanics. There may be occasional lapses in control of sentence construction and usage, and/or minor errors in grammar and mechanics. The communication, however, is clear.

Limited (L) This writing demonstrates faltering control of correct sentence construction, usage, grammar, and mechanics. The range of sentence construction problems and errors in usage, grammar, and/or mechanics blur the clarity of communication.

Poor (P) This writing demonstrates lack of control of correct sentence construction, usage, grammar, and mechanics. The unclear and incorrect sentence constructions and jarring errors in usage, grammar, and mechanics impede communication.

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Scoring Categories and Scoring Criteria for 2007–2008 Assignment III:

Thought and Support (10% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 2.1 2.2 2.3 4.1 4.2

Persuasive Writing in Context

When marking Thought and Support, the marker should consider • how effectively the student has addressed the significance and

complexity of the issue • the persuasiveness and consistency of the argument(s) presented • how well the supporting evidence is integrated, synthesized, and/or

developed to support the student’s arguments • awareness of audience and effectiveness of voice

Excellent (E) A perceptive and thorough understanding of the issue is demonstrated. The student’s arguments are adept and convincing. Support is well defined and purposefully chosen to reinforce the student’s ideas in a deliberate and judicious way. A precise awareness of audience is effectively sustained.

Proficient (Pf) A thoughtful and competent understanding of the issue is demonstrated. The student’s arguments are well considered and sound. Support is accurate and occasionally purposefully chosen to reinforce the student’s ideas in a logical and clear way. Awareness of audience is sustained.

Satisfactory (S) A sufficient but generalized understanding of the issue is demonstrated. The student’s arguments are appropriate and straightforward. Support is relevant but general, and may be occasionally lacking in persuasiveness and consistency. Awareness of audience is generally sustained.

Limited (L) An incomplete, vague, or confused understanding of the issue is demonstrated. The student’s arguments are oversimplified and/or inconsistent. Support is superficial, unclear, contradictory, inappropriate, or merely a restatement of what is provided in the examination. Awareness of audience may be apparent but is not sustained.

Poor (P) An inaccurate or minimal understanding of the issue is demonstrated. The student’s arguments are of questionable logic or are unrelated to the issue under discussion. Support is irrelevant, overgeneralized, or lacking. Little awareness of audience is apparent.

Insufficient (INS)


• The writing is so deficient in length that it is not possible to assess Thought and Support.

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Writing Skills (5% of total examination mark) Cross-reference to the Program of Studies for Senior High School English Language Arts 4.2

Scoring Categories and Scoring Criteria for 2007–2008 Assignment III: Persuasive Writing in Context (Continued)

When marking Writing Skills, the marker should consider the extent to which the writing demonstrates control of • syntax • diction • grammar • mechanics Consider the proportion of error in terms of the complexity and length of the response.

Excellent (E)

The selection and use of words and structures are effective. This writing demonstrates confident control of correct sentence construction, usage, grammar, and mechanics.

Proficient (Pf) The selection and use of words and structures are frequently effective. This writing demonstrates competent control of correct sentence construction, usage, grammar, and mechanics.

Satisfactory (S) The selection and use of words and structures are

occasionally effective. This writing demonstrates basic control of correct sentence construction, usage, grammar, and mechanics.

Limited (L) The selection and use of words and structures are frequently ineffective. This writing demonstrates faltering control of correct sentence construction, usage, grammar, and mechanics.

Poor (P) The selection and use of words and structures are ineffective. This writing demonstrates lack of control of correct sentence construction, usage, grammar, and mechanics.

Documents

Examples of the Standards English Language for Students’ Writing Arts 30–2whites30.weebly.com/uploads/1/3/2/2/13220350/e30-2_parta... · 2020-03-22 · English Language Arts 30–2