◦ Word choice is precise, ◦ Word choice is ◦ Word choice is ◦ Words and phrases effective, and includes appropriate to the task limited, generic, and are functional and some vivid words and and includes some repetitive; verbs are simple and/or may be phrases as appropriate interesting words and generally weak. inappropriate to the CHOICE to the task. phrases. task. ◦ Words and phrasing may be inappropriate ◦ Essay is too brief to WORD to the task (too provide an adequate informal). sample of writing; minimal attempt. ◦ Sentences are fluent ◦ Sentences are generally ◦ Sentences show little ◦The sentences may and vary in length, varied in length and or no variety in length be simple and lack structure, and structure, and most and structure, and variety, and their FLUENCY beginnings. sentences have varied some may be awkward construction makes beginnings. or lack fluency. Many the essay difficult to sentences have the read. same beginning. SENTENCE ◦ The writer’s voice ◦ The writer’s voice is ◦ The writer’s voice is ◦ Voice is not evident. (individual personality) present but may not be weak. is compelling and particularly compelling. VOICE engaging. CONVENTIONS Sentence Formation: completeness and correct construction of different types of sentences The response exhibits acceptable control of sentence formation. Most sentences are correct; there are 1 few, if any, fragments, run-on sentences, comma splices, or syntax problems. Sentences show the appropriate level of complexity for the grade level. The response exhibits unacceptable control of sentence formation. There are run-on sentences, 0 fragments, and/or poorly constructed sentences that indicate that the writer does not have adequate skill in sentence formation.
WORD CHOICE ◦ Word choice is precise, effective, and includes some vivid words and phrases as appropriate to the task. ◦ Word choice is appropriate to the task and includes some interesting words and phrases. ◦ Word choice is limited, generic, and repetitive; verbs are generally weak. ◦ Words and phrasing may be inappropriate to the task (too informal). ◦ Words and phrases are functional and simple and/or may be inappropriate to the task. ◦ Essay is too brief to provide an adequate sample of writing; minimal attempt. SENTENCE FLUENCY ◦ Sentences are fluent and vary in length, structure, and beginnings. ◦ Sentences are generally varied in length and structure, and most sentences have varied beginnings. ◦ Sentences show little or no variety in length and structure, and some may be awkward or lack fluency. Many sentences have the same beginning. ◦The sentences may be simple and lack variety, and their construction makes the essay difficult to read. VOICE ◦ The writer’s voice (individual personality) is compelling and engaging. ◦ The writer’s voice is present but may not be particularly compelling. ◦ The writer’s voice is weak. ◦ Voice is not evident. CONVENTIONS Sentence Formation: completeness and correct construction of different types of sentences 1 The response exhibits acceptable control of sentence formation. Most sentences are correct; there are few, if any, fragments, run-on sentences, comma splices, or syntax problems. Sentences show the appropriate level of complexity for the grade level. 0 The response exhibits unacceptable control of sentence formation. There are run-on sentences, fragments, and/or poorly constructed sentences that indicate that the writer does not have adequate skill in sentence formation.
9-10%20Summer%20Reading%20Assignment%202017.docx