criteria Evaluating Writing What do we look for? Content Organization Grammar Mechanics Appropriateness of response

Content Refers to the expression, organization, development, and logic of ideas Features of good content: Coherent—clear, logical Cohesiveness—ideas have a clear relationship Articulate—expresses ideas in precise terms Fluent—ideas flow; each sentences has a purpose; each sentence builds upon ideas of earlier sentences Analyze the text below. Do you see any weaknesses in content? The people in my city very talkative. The buses are full. They like to talk to strangers. I always tell people that the people in my city like talk. Garbage in the streets, a lot, and no care.

Organization Global structure of a piece of writing Paragraph: Topic Sentence Topic Controlling idea Supporting Sentences Concluding Sentence Well-organized paragraph: The weather in New York and Santo Domingo is considerably different. New York experiences four distinct seasons, while in comparison the weather in Santo Domingo varies little throughout the year. Santo Domingo, being characterized by a tropical climate, receives much more rainfall each year and is susceptible to hurricanes. New York is not as susceptible to hurricanes, but has other extreme weather conditions such as snow and ice storms and intense humidity in the summer months. Although they are both coastal cities, the geographic locations of New York and Santo Domingo produce very different weather conditions.

Grammar Refers to the rules that govern clauses, phrases, and words. What types of grammar errors are in these sentences? Is difficult situation. She wait patiently. Yesterday I have received some bad news. I always am tired at night. Tonight I have to write essay. She is study English. Refers to the rules that govern clauses, phrases, and words. Including rules regarding verb tenses, verb form, subject/verb agreement, word order, sentence structure, plurals, articles, etc.

Mechanics Established rules of governing capitalization, punctuation, italics, underlining, and spelling. *not part of spoken language/must be taught

Vocabulary meaning: concept to which a word refers Range and depth of knowledge of words and phrases; includes: meaning: concept to which a word refers form: parts of a word that make meaning clear informative Information informational usage: grammatical functions of the word or phrase, words that go with it, constraints on its use Congratulations! You have a handsome baby boy! Congratulations! You have a beautiful baby boy!

Register I’d like to express my dissatisfaction with your service. Refers to a certain style or level of language usage (for example, a casual email vs. formal letter of complaint) I’d like to express my dissatisfaction with your service. The service here is poor. Are you kidding me? This service is a joke.

Appropriateness of Response Relationship between the prompt and the response; Ability of the writer to interpret the purpose and organizational structure suggested by the prompt Sample prompt: Would you rather learn English with a native speaker of English or with a native speaker of your own language? Purpose: Express a supported opinion Organization: Reasons organized into body paragraphs supported by explanations and examples

Evaluating with Rubrics Descriptors: describe levels performance Range point values

Evaluation Criteria and Scoring Structure

Basic 1 Written Production Rubric Student Name: Total points earned: ______/10 Spelling: 0—writing characterized by wide-spread spelling errors of even the most basic words; spelling errors significantly affect comprehension--weak 1—spelling errors evident throughout writing; comprehension affected--developing 2—More than 5 spelling errors are present; not significant enough to affect comprehension--competent 3—A high degree of spelling accuracy in both target and high-frequency words; five or fewer errors or less than 25% of words produced--excellent Vocabulary: 0—Does not demonstrate ability to use topic-specific or high-frequency vocabulary to address prompt--weak 1—Limited production of topic-specific and/or high-frequency vocabulary; errors in word choice or word form may obstruct comprehension—developing 2—Production is limited but sufficient to address prompt; some word choice/word form errors are present but do not interfere with comprehension—competent 3—Production shows mastery of topic-specific and/or high-frequency vocabulary covered in class; a high degree of accuracy in word choice/word form—excellent Communication of Ideas: 0— Production limited to basic words and phrases--weak 1—Emerging sentence structure evident; limited ideas communicated—developing 2—Sentences communicate very basic ideas related to prompt--fair 3—Ideas address prompt though may lack clarity or organization --competent 4—Ideas clearly organized and expressed in sentences; sentences specifically address the prompt—excellent  

Let’s Practice! Basic 1 Writing Sample Maybe 10 years ago. My 15 Birthday. I had a birthday party with my freinds. My freinds present me a watsh. Am happy with them. I don’t remember this party Basic 1 Writing Objective: Write simple sentences about a person or place utilizing basic vocabulary

Basic 1 Written Production Rubric Spelling: 0: writing characterized by wide-spread spelling errors of even the most basic words; spelling errors significantly affect comprehension—weak 1: spelling errors evident throughout writing; comprehension affected—developing 2: More than 5 spelling errors are present; not significant enough to affect comprehension-- competent 3: A high degree of spelling accuracy in both target and high-frequency words; five or fewer errors or less than 25% of words produced-- excellent Maybe 10 years ago. My 15 Birthday. I had a birthday party with my freinds. My freinds present me a watsh. Am happy with them. I don’t remember this party. Basic 1 Written Production Rubric

Basic 1 Written Production Rubric Vocabulary: 0: Does not demonstrate ability to use topic- specific or high-frequency vocabulary to address prompt--weak 1: Limited production of topic-specific and/or high-frequency vocabulary; errors in word choice or word form may obstruct comprehension— developing 2: Production is limited but sufficient to address prompt; some word choice/word form errors are present but do not interfere with comprehension— competent 3: Production shows mastery of topic-specific and/or high-frequency vocabulary covered in class; a high degree of accuracy in word choice/word form—excellent Maybe 10 years ago. My 15 Birthday. I had a birthday party with my freinds. My freinds present me a watsh. Am happy with them. I don’t remember this party. Basic 1 Written Production Rubric

Basic 1 Written Production Rubric Content: 0— Production limited to isolated words and phrases--weak 1—connection to the prompt unclear; limited ideas communicated—developing 2—Sentences communicate very basic ideas related to prompt--fair 3—Ideas address prompt though may lack clarity or organization --competent 4—Ideas clearly organized and expressed in sentences; sentences specifically address the prompt—excellent Maybe 10 years ago. My 15 Birthday. I had a birthday party with my freinds. My freinds present me a watsh. Am happy with them. I don’t remember this party. Basic 1 Written Production Rubric

Let’s Practice Again! My special day in childhood happen when I won a painting contest. I have liked painting since I learned painting at elementary school. I had gone to a painting institute during elementary school. When I became 6 grade in elementary school, an art teacher recommended me to attend a painting contest. I was very happy because I was selected among many students. I feel happier than before and exciting when I won the painting contest. I got a gold medal and a beautiful trophy. Since then, I have liked painting more and I have been interested in art. Intermediate 1 Writing Objectives: Write an organized paragraph with an identifiable topic sentence, supporting sentences, and concluding sentences Demonstration emerging ability to use a variety of simple, compound, and complex sentences

Intermediate 1 Written Production Rubric Organization: 0- Not a unified paragraph. No apparent organization of ideas--weak 1: sentences relate to topic but paragraph is not unified by a controlling idea —developing 2: sentences create a unified paragraph although the organization into topic, supporting, and concluding sentences may not be evident— competent 3: clear and identifiable organization; the topic sentence and concluding sentence contains a clearly expressed controlling idea; supporting sentences are unified and relate back to controlling idea-- excellent My special day in childhood happen when I won painting contest. I have liked painting since I learned painting at elementary school. I had gone to a pointing institute during elementary school. When I became 6 grade in elementary school, an art teacher recommended me to attend painting contest. I was very happy because I was selected among many students. I feel happier than before and exciting when I won the painting contest. I got a gold medal and a beautiful trophy. Since then, I have liked painting more and I have been interested in art. Intermediate 1 Written Production Rubric

Intermediate 1 Written Production Rubric Grammar: 0: Incomplete understanding of basic grammar and simple sentence structure; gross errors evident --weak 1: Understanding of basic grammar evident; writing does not show understanding of compound or complex sentence structure —developing 2: Understanding of simple, compound, and complex sentence structure evident; basic grammar structures accurate—competent 3: Ability to accurately compose simple, compound, and complex sentences; basic grammar structures have a high degree of accuracy--excellent My special day in childhood happen when I won a painting contest. I have liked painting since I learned painting at elementary school. I had gone to a pointing institute during elementary school. When I became 6 grade in elementary school, an art teacher recommended me to attend a painting contest. I was very happy because I was selected among many students. I feel happier than before and exciting when I won the painting contest. I got a gold medal and a beautiful trophy. Since then, I have liked painting more and I have been interested in art Intermediate 1 Written Production Rubric

Intermediate 1 Written Production Rubric My special day in childhood happen when I won a painting contest. I have liked painting since I learned painting at elementary school. I had gone to a pointing institute during elementary school. When I became 6 grade in elementary school, an art teacher recommended me to attend a painting contest. I was very happy because I was selected among many students. I feel happier than before and exciting when I won the painting contest. I got a gold medal and a beautiful trophy. Since then, I have liked painting more and I have been interested in art Content: 0: Limited demonstrated ability to express and organize ideas—weak 1: Ideas are very basic, not developed sufficiently or clearly—developing 2: may lack development or organization –competent 3: ideas successfully organized and developed to communicate a clear response--excellent Intermediate 1 Written Production Rubric