Organization Uses an appropriate organizational structure to address the specific Maintains an appropriate Maintains an organizational structure that Attempts to organize ideas, but requirements of the prompt, with organizational structure to address intentionally and effectively enhances the lacks control of structure. some lapses in coherence or the specific requirements of the presentation of information as required by awkward use of the organizational prompt. the specific prompt. structure Conventions Demonstrates a command of Demonstrates and maintains a standard English conventions and Attempts to demonstrate Demonstrates an uneven command command of standard English cohesion, with few errors. Response standard English conventions, but of standard English conventions and conventions and cohesion, with few errors. includes language and tone lacks cohesion and control of cohesion. Uses language and tone Response includes language and tone appropriate to the audience, grammar, usage, and mechanics. with some inaccurate, consistently appropriate to the audience, purpose, and specific requirements of Sources are used without inappropriate, or uneven features. purpose, and specific requirements of the the prompt. Cites sources using an citation. Inconsistently cites sources. prompt. Consistently cites sources using an appropriate format with only minor appropriate format. errors. Content Attempts to include disciplinary Briefly notes disciplinary content Accurately presents disciplinary Understanding content in explanations, but relevant to the prompt; shows basic Integrates relevant and accurate disciplinary content relevant to the prompt with understanding of content is weak; or uneven understanding of content with thorough explanations that sufficient explanations that content is irrelevant, content; minor errors in demonstrate in-depth understanding. demonstrate understanding. inappropriate, or inaccurate. explanation. Section 2: What Skills? Definition Skills Cluster 1: Preparing for the Task 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysis Ability to understand and explain the task’s prompt and rubric. Skills Cluster 2: Reading Process 1. Text selection Ability to identify appropriate texts. 2. Active reading Ability to identify the central and main supporting elements of a text. 3. Essential vocabulary Ability to identify and master terms essential to understanding a text. 4. Academic integrity Ability to use and credit sources appropriately. 5. Note-taking Ability to select important facts and passages for use in one’s own writing. Skills Cluster 3: Transition to Writing 1. Bridging Ability to begin linking reading results to writing task. Skills Cluster 4: Writing Process 1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.
Organization Attempts to organize ideas, but lacks control of structure. Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure Maintains an appropriate organizational structure to address the specific requirements of the prompt. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Conventions Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. Demonstrates and maintains a command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format. Content Understanding Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. Section 2: What Skills? Definition Skills Cluster 1: Preparing for the Task 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysis Ability to understand and explain the task’s prompt and rubric. Skills Cluster 2: Reading Process 1. Text selection Ability to identify appropriate texts. 2. Active reading Ability to identify the central and main supporting elements of a text. 3. Essential vocabulary Ability to identify and master terms essential to understanding a text. 4. Academic integrity Ability to use and credit sources appropriately. 5. Note-taking Ability to select important facts and passages for use in one’s own writing. Skills Cluster 3: Transition to Writing 1. Bridging Ability to begin linking reading results to writing task. Skills Cluster 4: Writing Process 1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.