Academic Expectation 1 Students will write clearly and effectively, producing work that is informative, well organized, and

appropriate to its purpose. Levels of Performance Criteria Exemplary Proficient Developing Beginning Description of identifiable performance characteristics reflecting highest level of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting movement and development towards mastering performance. Expresses a vague, somewhat supportable central idea Begins in perfunctory fashion with limited capacity to interest the reader Attempts to preview the paper’s purpose Develops a structure that is confusing Provides a limited sense of closure Provides some evidence that may or may not be relevant to the central idea Reiterates content with a lack of analysis Uses words with minimal attention to connotation and denotation Makes grammatical and spelling errors that distract but do not compromise the meaning Makes more than a handful of errors of verb tense Integrates most quotations incorrectly Description of identifiable performance characteristics reflecting a beginning level of performance.

Focus

Organization

Expresses a specific, supportable central idea in a sophisticated and concise manner Begins in a dynamic fashion that immediately captures the reader

Expresses a specific, supportable central idea in a concise manner Begins in a capable fashion that captures the reader

Expresses an extremely vague, trite, and/or insupportable central idea Offers no introduction to the reader

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Establishes a clear, concise, and compelling preview of the paper’s purpose Develops a logical and coherent structure that flows smoothly Provides a strong reflective sense of closure Employs sufficient and wellchosen evidence that is relevant to the central idea Develops and analyzes content with sophistication and originality, taking risks with ideas Chooses words with careful attention to connotation and denotation Uses appropriate grammar and spells correctly throughout

Establishes a clear and concise preview of the paper’s purpose Develops a logical and coherent structure Provides a sense of closure Employs sufficient evidence that is relevant to the central idea

Neglects to preview the paper’s purpose Neglects to develop a structure Provides no closure Provides little or no evidence relevant to the central idea

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Develops and analyzes content, taking limited risks with ideas Chooses words with some attention to connotation and denotation Uses appropriate grammar and spells correctly most of the time

Does not attempt analysis

Relies on colloquial phrases and vague word choices

Conventions

Makes grammatical and spelling errors that compromise meaning

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Uses the correct verb tenses

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Makes only a handful of errors with verb tense usage Integrates most quotations correctly

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Makes a lot of errors of verb tense usage Integrates all quotations incorrectly

Integrates quotations correctly

Style

When appropriate, uses the correct citation and bibliographic format consistently Avoids the passive voice almost entirely, and never uses it when it is not necessary

When appropriate, uses the correct citation and bibliographic format most of the time Avoids the passive voice almost entirely, with only a handful of unnecessary passive constructions

Uses incorrect citation and bibliographic formats Relies on the passive voice unnecessarily

Does not use citations and bibliographic formats Relies almost entirely on the passive voice

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