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

2. 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.

3. 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.

4. 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.

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

6. 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!

7. 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 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.

8. 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

9. Evaluating with Rubrics
Descriptors: describe levels performance
Range point values

10. Evaluation Criteria and Scoring Structure

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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