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24 Ontario Writing Assessment 7 NEL
WR
ITIN
GTA
SK
1
LEV
EL
1LE
VEL
2LE
VEL
3LE
VEL
4
OW
A G
rad
e 7
Wri
tin
g R
ub
ric
1: G
ame
or
Spo
rt P
roce
du
re
LEV
EL
1LE
VEL
2LE
VEL
3LE
VEL
4
Kn
ow
led
ge a
nd
Un
ders
tan
din
g
Thin
kin
g
Cate
go
ries
an
d C
rite
ria
Dem
onst
rate
s kn
owle
dge
an
du
nd
erst
and
ing
of t
he
text
for
m,
gen
re,
and
for
mat
A p
roce
du
re i
ncl
ud
es
•se
qu
enti
al i
nst
ruct
ion
s st
atin
ga)
goa
lb)
req
uir
emen
tsc)
ser
ies
of i
nst
ruct
ion
sd
) co
ncl
usi
on o
r su
mm
ary
•su
ffic
ien
t d
etai
l of
ste
ps
or m
eth
odso
th
e re
ader
bet
ter
un
der
stan
ds
how
to p
lay
the
gam
e or
sp
ort
•D
emon
stra
tes
lim
ited
know
led
ge a
nd
un
der
stan
din
g of
th
ete
xt f
orm
, ge
nre
, an
dfo
rmat
(e.
g.,
dev
elop
sp
roce
du
ral
stru
ctu
re,
incl
ud
ing
goal
,re
qu
irem
ents
, se
ries
of
inst
ruct
ion
s, c
oncl
usi
onor
su
mm
ary,
so
the
read
er b
ette
ru
nd
erst
and
s h
ow t
op
lay
the
gam
e/sp
ort,
wit
h l
imit
edef
fect
iven
ess)
•D
emon
stra
tes
som
ekn
owle
dge
an
du
nd
erst
and
ing
of t
he
text
for
m,
gen
re,
and
form
at (
e.g.
, d
evel
ops
pro
ced
ura
l st
ruct
ure
,in
clu
din
g go
al,
req
uir
emen
ts,
seri
es o
fin
stru
ctio
ns,
con
clu
sion
or s
um
mar
y, s
o th
ere
ader
bet
ter
un
der
stan
ds
how
to
pla
y th
e ga
me/
spor
t,w
ith
som
eef
fect
iven
ess)
•D
emon
stra
tes
con
sid
erab
le k
now
led
gean
d u
nd
erst
and
ing
ofth
e te
xt f
orm
, ge
nre
,an
d f
orm
at (
e.g.
,d
evel
ops
pro
ced
ura
lst
ruct
ure
, in
clu
din
ggo
al,
req
uir
emen
ts,
seri
es o
f in
stru
ctio
ns,
con
clu
sion
or
sum
mar
y,so
th
e re
ader
bet
ter
un
der
stan
ds
how
to
pla
y th
e ga
me/
spor
t,w
ith
con
sid
erab
leef
fect
iven
ess)
•D
emon
stra
tes
thor
ough
know
led
ge a
nd
un
der
stan
din
g of
th
ete
xt f
orm
, ge
nre
, an
dfo
rmat
(e.
g.,
dev
elop
sp
roce
du
ral
stru
ctu
re,
incl
ud
ing
goal
,re
qu
irem
ents
, se
ries
of
inst
ruct
ion
s, c
oncl
usi
onor
su
mm
ary,
so
the
read
er b
ette
ru
nd
erst
and
s h
ow t
op
lay
the
gam
e/sp
ort,
wit
h a
hig
h d
egre
e of
effe
ctiv
enes
s)
Gen
erat
es i
dea
s th
at a
re c
onn
ecte
d a
nd
is a
ble
to s
up
por
t id
eas
wit
h d
etai
ls a
nd
reas
ons
(e.g
., su
pp
orts
mai
n i
dea
s w
ith
rele
van
t in
form
atio
n)
Dem
onst
rate
s cr
itic
al a
nd
cre
ativ
eth
inki
ng
pro
cess
es t
o en
han
ce w
riti
ng
(e.g
., u
nd
erst
and
s/w
rite
s fr
om a
per
spec
tive
, w
rite
s w
ith
im
agin
atio
n)
•G
ener
ates
an
d s
up
por
tsid
eas
wit
h l
imit
edef
fect
iven
ess
•D
emon
stra
tes
crit
ical
and
cre
ativ
e th
inki
ng
pro
cess
es (
e.g.
, p
rovi
des
imag
inat
ive
way
s to
hel
p t
he
read
eru
nd
erst
and
det
aile
d,
fact
ual
des
crip
tion
s of
acti
ons
or s
tep
s on
how
to p
lay
gam
e/sp
ort)
wit
h l
imit
edef
fect
iven
ess
•G
ener
ates
an
d s
up
por
tsid
eas
wit
h s
ome
effe
ctiv
enes
s
•D
emon
stra
tes
crit
ical
and
cre
ativ
e th
inki
ng
pro
cess
es (
e.g.
, p
rovi
des
imag
inat
ive
way
s to
hel
p t
he
read
eru
nd
erst
and
det
aile
d,
fact
ual
des
crip
tion
s of
acti
ons
or s
tep
s on
how
to p
lay
gam
e/sp
ort)
wit
h s
ome
effe
ctiv
enes
s
•G
ener
ates
an
d s
up
por
tsid
eas
wit
h c
onsi
der
able
effe
ctiv
enes
s
•D
emon
stra
tes
crit
ical
and
cre
ativ
e th
inki
ng
pro
cess
es (
e.g.
, p
rovi
des
imag
inat
ive
way
s to
hel
p t
he
read
eru
nd
erst
and
det
aile
d,
fact
ual
des
crip
tion
s of
acti
ons
or s
tep
s on
how
to p
lay
gam
e/sp
ort)
wit
h c
onsi
der
able
effe
ctiv
enes
s
•G
ener
ates
an
d s
up
por
tsid
eas
wit
h a
hig
hd
egre
e of
eff
ecti
ven
ess
•D
emon
stra
tes
crit
ical
and
cre
ativ
e th
inki
ng
pro
cess
es (
e.g.
, p
rovi
des
imag
inat
ive
way
s to
hel
p t
he
read
eru
nd
erst
and
det
aile
d,
fact
ual
des
crip
tion
s of
acti
ons
or s
tep
s on
how
to p
lay
gam
e/sp
ort)
wit
h a
hig
h d
egre
e of
effe
ctiv
enes
s
02-Grade7-WritingTasks.qxd 4/21/08 1:15 PM Page 24
25Ontario Writing Assessment 7NEL
LEV
EL
1LE
VEL
2LE
VEL
3LE
VEL
4C
om
mu
nic
ati
on
Cate
go
ries
an
d C
rite
ria
Exp
ress
es a
nd
org
aniz
es i
dea
s in
pro
ced
ura
l fo
rm (
e.g.
, lo
gica
lor
gan
izat
ion
)
Com
mu
nic
ates
for
au
die
nce
(p
oten
tial
pla
yer)
an
d p
urp
ose
(to
inst
ruct
how
to
pla
y th
e ga
me/
spor
t) (
e.g.
, st
yle,
voi
ce,
ton
e)
Use
s co
nve
nti
ons
(e.g
., gr
amm
ar,
spel
lin
g, p
un
ctu
atio
n)
and
ap
pro
pri
ate
voca
bula
ry (
e.g.
, li
nki
ng
wor
ds
that
con
nec
t w
ith
seq
uen
ce—
firs
t, n
ext,
aft
er,
then
, fi
nally
—ac
tion
ver
bs,
tim
eles
ste
nse
)
•Ex
pre
sses
an
d o
rgan
izes
idea
s in
pro
ced
ura
lfo
rm w
ith
lim
ited
effe
ctiv
enes
s
•C
omm
un
icat
es f
orau
die
nce
an
d p
urp
ose
wit
h l
imit
edef
fect
iven
ess
•U
ses
con
ven
tion
s an
dvo
cabu
lary
wit
h l
imit
edef
fect
iven
ess
•Ex
pre
sses
an
d o
rgan
izes
idea
s in
pro
ced
ura
lfo
rm w
ith
som
eef
fect
iven
ess
•C
omm
un
icat
es f
orau
die
nce
an
d p
urp
ose
wit
h s
ome
effe
ctiv
enes
s
•U
ses
con
ven
tion
s an
dvo
cabu
lary
wit
h s
ome
effe
ctiv
enes
s
•Ex
pre
sses
an
d o
rgan
izes
idea
s in
pro
ced
ura
lfo
rm w
ith
con
sid
erab
leef
fect
iven
ess
•C
omm
un
icat
es f
orau
die
nce
an
d p
urp
ose
wit
h c
onsi
der
able
effe
ctiv
enes
s
•U
ses
con
ven
tion
s an
dvo
cabu
lary
wit
hco
nsi
der
able
effe
ctiv
enes
s
•Ex
pre
sses
an
d o
rgan
izes
idea
s in
pro
ced
ura
lfo
rm w
ith
a h
igh
deg
ree
of e
ffec
tive
nes
s
•C
omm
un
icat
es f
orau
die
nce
an
d p
urp
ose
wit
h a
hig
h d
egre
e of
effe
ctiv
enes
s
•U
ses
con
ven
tion
s an
dvo
cabu
lary
wit
h a
hig
hd
egre
e of
eff
ecti
ven
ess
Tran
sfer
s kn
owle
dge
an
d s
kill
s (e
.g.,
con
cep
t of
in
stru
ctio
ns
for
a sp
ort
orga
me)
to
the
wri
tin
g ta
sk
Dem
onst
rate
s an
abi
lity
to
mak
eco
nn
ecti
ons
amon
g to
pic
(sp
ort
orga
me)
, p
erso
nal
exp
erie
nce
s, a
nd
lif
esi
tuat
ion
s to
en
han
ce w
riti
ng
(e.g
.,co
nn
ecti
ng
pro
ced
ura
l te
xt t
o p
erso
nal
know
led
ge a
nd
/or
wor
ld e
xper
ien
ces
tosu
pp
ort
the
un
der
stan
din
g of
inst
ruct
ion
s or
ru
les)
•Tr
ansf
ers
know
led
gean
d s
kill
s to
th
e w
riti
ng
task
wit
h l
imit
edef
fect
iven
ess
•M
akes
con
nec
tion
sam
ong
top
ic,
per
son
alex
per
ien
ces,
an
d l
ife
situ
atio
ns
wit
h l
imit
edef
fect
iven
ess
•Tr
ansf
ers
know
led
gean
d s
kill
s to
th
e w
riti
ng
task
wit
h s
ome
effe
ctiv
enes
s
•M
akes
con
nec
tion
sam
ong
top
ic,
per
son
alex
per
ien
ces,
an
d l
ife
situ
atio
ns
wit
h s
ome
effe
ctiv
enes
s
•Tr
ansf
ers
know
led
gean
d s
kill
s to
th
e w
riti
ng
task
wit
h c
onsi
der
able
effe
ctiv
enes
s
•M
akes
con
nec
tion
sam
ong
top
ic,
per
son
alex
per
ien
ces,
an
d l
ife
situ
atio
ns
wit
hco
nsi
der
able
effe
ctiv
enes
s
•Tr
ansf
ers
know
led
gean
d s
kill
s to
th
e w
riti
ng
task
wit
h a
hig
h d
egre
eef
fect
iven
ess
•M
akes
con
nec
tion
sam
ong
top
ic,
per
son
alex
per
ien
ces,
an
d l
ife
situ
atio
ns
wit
h a
hig
hd
egre
e of
eff
ecti
ven
ess
Ap
pli
cati
on
LEV
EL
1LE
VEL
2LE
VEL
3LE
VEL
4
02-Grade7-WritingTasks.qxd 4/21/08 1:15 PM Page 25
