Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Aligned to Next Generation West Virginia Content Standards and Objectives for English Language Arts and Literacy
Smarter Balanced Claim 2: Students can produce effective and well-grounded writing for a range of purposes and audiences.
ARGUMENTATIVE
4 3 2 1
Exemplary Exceeds Standard Proficient Meets Standard Partial Approaches Standard Minimal Begins Standard
Purpose/FocusStatement of
effectively and consistently uses a adequately uses variety of transition inconsistently uses basic transition uses few or no transition words,
variety of transition words, phrases words, phrases and clauses, along words, phrases or clauses with little phrases or clauses (limited language
and clauses, along with varied syntax, with some variation in syntax, to: variety and simple syntax to structures) with frequent extraneous
to: o adequately clarify relationships o partially clarify relationships ideas that may intrude
o effectively clarify relationships among claim(s) and reasons among claim(s) and reasons
among claim(s) and reasons
provides an effective introduction provides an adequate introduction provides a limited introduction provides a minimal or no introduction
provides a powerful conclusion that provides a conclusion that follows provides a conclusion that partially does not provide a conclusion that
follows from and effectively supports from and adequately supports the and weakly supports the argument supports the argument presented
the argument presented argument presented presented
of EvidenceElaborationnt:Developme
effective and mostly correct in grammar and usage: grammar and usage: severe errors in grammar and
use of pronouns in proper adequate and frequently inconsistent use of pronouns usage:
case correct use of pronouns in in proper case pronouns are not in proper
subjective proper case subjective case
objective subjective objective subjective
possessive objective possessive objective
effective and mostly correct possessive inconsistent use of intensive possessive
use of intensive pronouns adequate use of intensive pronouns incorrect use of intensive
almost always recognizes pronouns sometimes recognizes and pronouns
and corrects inappropriate frequently recognizes and corrects inappropriate shifts does not recognize and
shifts in pronoun corrects inappropriate shifts in pronoun number/person correct inappropriate shifts in
number/person in pronoun number/person sometimes recognizes and pronoun number and person
almost always recognizes frequently recognizes and corrects vague pronouns does not recognize and
and corrects vague corrects vague pronouns o demonstrates frequent errors in correct vague pronouns
pronouns o demonstrates some minor errors sentence formation o demonstrates frequent and
o demonstrates few, if any, errors in sentence formation severe errors sentence formation
in sentence formation
*This instructional writing rubric is designed as an instructional tool for teachers and students to use as they begin implementation of the Next Generation WV Content Standards and Objectives in the classroom. The existing
WV Writing Rubric, aligned to the 21st Century WV Content Standards and Objectives, will continue to be used to assess student writing produced for WESTEST 2 Online Writing, a component of WESTEST 2, through 2014.
Classroom teachers, schools and school systems implementing the Next Generation Content Standards prior to 2014 should use this instructional rubric to assess student growth in writing relevant to the expectations set forth
in the Next Generation Standards prior to 2014-15 when the SMARTER Balanced Assessment is scheduled to be administered as the state summative assessment.