Writing Rubric Score Explanation:
These samples are not intended to be benchmark papers for any particular score, but rather a sampling of the variety of papers a teacher might expect for a given prompt. Some students may be writing above or below the levels of work shown. The samples, however, are intended to give teachers help in scoring papers by showing the variety of ways students may approach a prompt.
Students receive a score of 2 if their work exhibits a solid overall demonstration of the criteria. Students receive a score of 1 when there is a question of whether the paper exhibits the criteria or if it is clear that the student only has a partial understanding of the criteria. Students receive a score of 0 when their work does not demonstrate the criteria at all, or shows no understanding of the criteria.
Please note: These examples are from a 2006-2007 field test. The prompts and design have been modified since then, so students' scores, especially in the Ideas and Content area, may be slightly different using the 2008-2009 assessments.
Gloss:Mr. T. can the staff and me paint the [missing word]. Maybe we can do a fundraiser to get the money. So tell me if we can. By M.K.
Notes: The student does not write a complete letter.
Ideas and Content:Though the student plans ideas about how to paint the school in the planning space, he or she does not include any of them in his or her note to the principal. Though the student does not follow the format of the prompt by writing a complete letter, there is clearly an attempt to address the principal. On the planning page, the student lists an idea for painting the school (“I will paint the school red, white and blue and the hall ways blue and red. And outside white and red.”), but it is not particularly original. The idea to hold a fundraiser, however, is original. The idea of holding a fundraiser is also the only specific detail that the student includes in the letter.
Organization and Focus: The writing is disorganized because it is missing words, which impairs both the focus and the order. The student partially responds to the prompt by writing about painting the school, but he or she does not tell how the school would be painted. There is no salutation, but the student attempts to close the letter with the line “By M.K.”
Style: The student does not create vivid text, but does appear to have some sense of his or her audience (the principal).
Conventions: The student’s use of one period at the end of his or her ideas indicates that he or she has not developed a complete understanding of sentence construction. He or she is able to spell many long and short vowel words correctly, but has trouble with some sight words like “maybe” and “money.” The student also reverses b and d in “do” and “by.”
Gloss:Dear Mr. K., I would like to paint the school green, blue, and white because those are the colors of the rain forest. I am sure the kids would love it. And because there was a plethora of colors they would feel like they are actually in the rain forest! Please let me paint the school I entreat you! Thank you, From, S.
Notes: The student writes a brief letter describing painting the school to look like the rain forest.
Ideas and Content: The writer uses the planning space to draw a picture of the school and to write out his or her ideas. The student’s idea (to paint the school like a rain forest) is original. The writer supports this idea by describing what colors to use and why her plan would make students happy.
Organization and Focus: The student organizes the letter with a clear greeting and closing. The body of the letter stays focused on painting the school to look like the rain forest.
Style: The strong writing style is brought out by the use of words like “actually,” “plethora,” and “entreat,” and the use of the exclamation point.
Conventions: The student demonstrates solid spelling skills even though the word “sure” is misspelled. He or she uses proper capitalization and writes complete sentences (though they need some commas).
Gloss:Dear Mr. K., I have an idea to paint the school. I will have red, yellow, blue, orange, red violet, blue green, green, violet red, scarlet, brown, dark pinks, smiley faces, white lines through the school and much, much more! Children will love to come to school. We will get awards for most colorful school and most loved principal. Our school will get so we can go on more field trips. Your friend, R.B.
Notes: The student writes a letter describing a colorful way to paint the school.
Ideas and Content: The student demonstrates an effectively utilized planning space with a drawing and words that he or she includes in the letter.
Organization and Focus:The letter includes a greeting, closing, and body. The body of the letter is well organized for the most part, and starts with a good introductory sentence.
Style:The student’s writing shows personality through his or her use of exclamation points and the mention of numerous specific colors such as “red violet” and “scarlet.” The sentences flow together nicely and demonstrate variety since there is little repetition of words and phrases.
Conventions:The student demonstrates a grade-level appropriate understanding of language conventions.
Gloss: Dear Mr. G., I think you should make the school tie die. With the colors scarlet, pink, purple, black, red, dark pink, purple, and blue. They’re all my favorite colors. Especially red for the Cardinals. This is a good idea because don’t you want the school more creative? I mean don’t ya want more colors to the school? I mean come on orangish red. Get your head in the game Mr. G. That’s not your best work is it? No, it’s not, Mr. G. You would make me really happy. Thank you for reading my thoughts. Sincerely, E.E.W.
Notes: The student writes a letter with an inappropriate tone for his or her audience.
Ideas and Content: The student clearly has original ideas and wants to share them. He or she uses the planning space to draw a picture of the school that his or her letter describes, but does not write any words on the planning page.
Focus and Organization: The letter loses some focus when the writer begins describing favorite colors and criticizing the principal’s current choice of paint job.”
Style:The student appears to understand that the audience of the letter is the principal, but the style is problematic , developing an improper tone. In the middle, the student begins to use slang such as “ya” and “I mean come on” as well as phrases such as “get your head in the game,” although he or she ends the letter politely with the words “thank you for reading my thoughts.”
Conventions: The student uses appropriate capitalizations and punctuation, although there are some incomplete sentences “With the colors…” “Especially red for …” Though there are a few misspellings of grade level words, “there” for “they’re,” the writer demonstrates solid spelling ability with the rest of the words in the paper. Spacing is not always appropriate, especially near punctuation.
Gloss:I wished that we went to school at 7:00 and got back at 10:00. But all we did is math, and had recess. But then we got ready to go home. And we did not go to school after 19 of March. And we went home at sometime. And rode the same bus.
Notes: The student writes, but does not address the prompt.
Ideas and Content: Though the student does not address the prompt in format or ideas, he or she does demonstrate an ability to plan and use this planning to guide his or her writing. The student is careful to include details such as his or her desired school hours and the subjects that should be studied.
Organization and Focus:Although the student draws a picture of a red school in the planning space, the letter itself does not respond to the prompt about how the school should be painted, but rather what the school day should be like. There is no clear introduction or conclusion. Overall, the paper lacks organization with ideas strung together in random order and some of the sentences, such as “And we went home at sometime,” are confusing.
Style: The student is able to convey a sense of his or her likes and dislikes, but does not use language to create a vivid text. Although he or she starts many sentences with either “But” or “And,” the student does make some attempt to vary sentence patterns and lengths.
Conventions :The writing contains incomplete sentences (“And rode the same bus”), but all of the sentences or phrases start with capitals and end with punctuation, demonstrating that the student does have some understanding of conventions. Words such as “went,” “then,” and “after,” should be spelled correctly in second grade.
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Last Modified: Monday, 23 March 2009