Mid-Year Expository Writing Assessment

Calibration Set Aligned to FCAT Writing Rubric 2011-2012

12/8/2011

Curriculum & Instruction/Division of Language Arts & Reading

Expository Anchor Paper 1-A Score Point 1

Expository Anchor Paper 1-A Score Point 1

The writing minimally addresses the purpose of school rules.

Although a weak attempt to organize is evident, development is lacking. Without adequate transitional devices, the repetitive “and” fuses ideas, resulting in confusion for the reader.

Supporting ideas are sparse and inadequately developed through a list of reasons. Bare extensions add minimal information: (They don’T wan’t you To geT herT. or geT In Trouble by The PrIncIpaL. and They want you To stay TogeTheR for you won’t geT) Word choice is limited.

Frequent errors occur in capitalization, punctuation, usage, and sentence structure.

Expository Anchor Paper 2-A Score Point 2

Expository Anchor Paper 2-A Score Point 2

The writing is focused on the idea that breaking rules leads to punishment.

The response is organized in a list like series of If…then’s… that rush the essay. The response includes a brief opening (Children follow many rules at school.) and closing statement (In conclding children follow, many rules at school I have to follow these rules.), but these elements are pedestrian and provide little evidence of an organizational structure.

Development of supporting ideas is inadequate. (In School if you Push you will geta letter senD home then when you get to school you will go to the office. In School if you put your hand on someone else you will get in trouble by the teachr. the tearcher will put you in timeout.) The word choice is predictable.

An attempt has been made to vary sentences; however errors occur in punctuation, and capitalization.

Expository Anchor Paper 3-A Score Point 3

Expository Anchor Paper 3-B Score Point 3

The writing in this response is generally focused on the topic of school rules.

There is an organizational pattern. A basic introduction and a redundant conclusion that repeats the reasons verbatim.

Three reasons are extended, sometimes they are developed with specifics and other times the support is too general. (Last but not least we follow rules to prevent total chaos. If we stopped following the rules the Earth would be a crazy place. Everything would go ‘Boom!’ and ‘Crash!’. But since we do follow them the Earth is not like that. So if we want to prevent total chaos follow the rules.) The support is sometimes developed with meaningless figurative language :(happy as a lark, slug fighting a cat). Each paragraph begins and ends with repetitive filler language. Word choice is generally adequate.

The writing demonstrates knowledge of basic conventions, and commonly used words are usually spelled correctly. Some sentence structures are varied, but most are simple constructions.

Expository Anchor Paper 4-A Score Point 4

Expository Anchor Paper 4-B Score Point 4

The writing focuses on the trouble awaiting the student who is “running in the halls” or “eating gum in school.”

An organizational pattern is evident, including an original introduction.

Support is provided through the use of personal experiences and specific details: “I recall a time that my friend name [Georgia] was eating gum inside the classroom [Mrs.Parker] didn’t notice that she was eating gum until ten o’clock [Mrs.Parker] saw [Georgia] moving her mouth [Mrs.Parker] Said what do you have in your mouth nothing she said and [Mrs.Parker] told her open your mouth mouth she open her mouth and [Mrs.Parker] saw the gum She got in trouble and she eat with the teacher silent lunch.” Word choice is adequate.

Word choice is adequate, and there is an attempt to vary sentence structures. Errors in punctuation and capitalization do not impede communication.

Expository Anchor Paper 5-A Score Point 5

Expository Anchor Paper 5-B Score Point 5

Score Point 5

The writing is focused on the advantages of following rules.

An organizational pattern is evident, and reasons are presented and elaborated. Transitions between and within paragraphs move the reader through the text.

Support is adequately developed, especially with the idea of cheating: ( Another reason why school rules are important is so you can’t cheat, or have coculaters on a test. If you copy off someones answers on a worksheet, they’re not going to be there for you to copy off when you’re taking the test for it. Try your best. If you need help, ask for it. Or what if someone copys off your test? Plus, what if when you copy off someones answers, they have the answers wrong? Would you be very happy? I know I wouldn’t! If you use a coculater for an answer, what if you lose the coculater? What then? You can learn better if you just try and don’t cheat or use coculaters.) A sense of wholeness is present, and word choice is sometimes precise.

The conventions of mechanics, usage, and spelling are generally followed, and various sentence structures are used.

Expository Anchor Paper 6-A Score Point 6

Expository Anchor Paper 6-B Score Point 6

The writing is focused on how rules prevent injury and maintain order. The topic is clearly established and maintained all through the response.

A logical organizational pattern is evidenced throughout the response. The writer reveals a sense of insight into the writing situation from the beginning and continuing in the body paragraphs with the logical progression of ideas.

Supporting ideas are amply developed through the use of anecdotes and specific details: (For instance I’m a safety patrol. As a safety patrol I have a giant job to inforce the rules. One time there was a child named [Jake]. He thought it was cool not to follow the rules. I was on duty. [Jake] came speeding as quick as a cheetah and zipped past me. I told him to walk but, he didn’t listen. Then he slipped and scrapped his knee. That is the first reason it is extremly important to follow the rules.) The writing demonstrates a mature command of language, including precision in word choice.

Subject/verb agreement and verb and noun forms are generally correct. Sentences are complete with a variation in sentence structures. Conventions are generally followed.