9502320 Comp English I Ja06 - JMap

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$JEFFERSON MATH PROJECT REGENTS BY CHAPTER - JMap$

Practice Paper A–Score Level 4 Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities. Practice Paper B–Score Level 3 Conclusion: Overall, the response best fits the criteria for Level 3 in all qualities. Practice Paper C–Score Level 5 Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in conventions. Practice Paper D–Score Level 2 Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities. Practice Paper E–Score Level 4 Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat weaker in development. [50]
SESSION ONE – PART B – SCORING RUBRIC READING AND WRITING FOR INFORMATION AND UNDERSTANDING QUALITY 6 Responses at this level: 5 Responses at this level: 4 Responses at this level: 3 Responses at this level: 2 Responses at this level: Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s) -reveal an in-depth analysis of the documents -make insightful connections between information and ideas in the documents and the assigned task -convey a thorough understanding of the documents -make clear and explicit connections between information and ideas in the documents and the assigned task - convey a basic understanding of the documents -make implicit connections between information and ideas in the documents and the assigned task -convey a basic understanding of the documents -make few or superficial connections between information and ideas in the documents and the assigned task -convey a confused or inaccurate understanding of the documents -allude to the documents but make unclear or unwarranted connections to the assigned task Development: the extent to which ideas are elaborated using specific and relevant evidence from the document(s) -develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the documents -develop ideas clearly and consistently, using relevant and specific details from the documents -develop some ideas more fully than others, using specific and relevant details from the documents -develop ideas briefly, using some details from the documents -are incomplete or largely undeveloped, hinting at ideas, but references to the documents are vague, irrelevant, repetitive, or unjustified Organization: the extent to which the response exhibits direction, shape, and coherence -maintain a clear and appropriate focus -exhibit a logical and coherent structure through skillful use of appropriate devices and transitions -maintain a clear and appropriate focus -exhibit a logical sequence of ideas through use of appropriate devices and transitions -maintain a clear and appropriate focus -exhibit a logical sequence of ideas but may lack internal consistency -establish, but fail to maintain, an appropriate focus - exhibit a rudimentary structure but may include some inconsistencies or irrelevancies -lack an appropriate focus but suggest some organization, or suggest a focus but lack organization Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety -are stylistically sophisticated, using language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose -vary structure and length of sentences to enhance meaning -use language that is fluent and original, with evident awareness of audience and purpose -vary structure and length of sentences to control rhythm and pacing -use appropriate language, with some awareness of audience and purpose -occasionally make effective use of sentence structure or length -rely on basic vocabulary, with little awareness of audience or purpose -exhibit some attempt to vary sentence structure or length for effect, but with uneven success -use language that is imprecise or unsuitable for the audience or purpose -reveal little awareness of how to use sentences to achieve an effect Conventions: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage -demonstrate control of the conventions with essentially no errors, even with sophisticated language -demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language -demonstrate partial control, exhibiting occasional errors that do not hinder comprehension -demonstrate emerging control, exhibiting occasional errors that hinder comprehension -demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult • If the student addresses only one text, the response can be scored no higher than a 3. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0. 1 Responses at this level: -provide minimal or no evidence of understanding -make no connections between information in the documents and the assigned task -are minimal, with no evidence of development -show no focus or organization -are minimal -use language that is predominantly incoherent, inappropriate, or copied directly from the text -are minimal, making assessment of conventions unreliable -may be illegible or not recognizable as <strong>English</strong> [51]
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COMPREHENSIVE ENGLISH The Universit
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NOTES DO NOT TURN THIS PAGE UNTIL Y
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Part B Directions: Read the text an
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55 60 65 70 75 80 85 90 95 Beth Wri
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Multiple-Choice Questions Direction
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DIRECTIONS FOR TEACHERS LISTENING S
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vocation. I would want you to liste
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COMPREHENSIVE ENGLISH The Universit
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5 10 15 20 25 30 35 40 45 50 Passag
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Passage II 5 10 15 20 25 30 35 40 4
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Multiple-Choice Questions Direction
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The University of the State of New
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SESSION TWO E FOR TEACHERS ONLY The
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SESSION TWO - PART A - SCORING RUBR
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Part Anchor A — Paper Practice -
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Anchor Level 6 - A Quality Meaning
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Part A — Practice Paper - A [43]
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Part A — Practice Paper - B [45]
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Part A — Practice Paper - C [47]
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Part A — Practice Paper - D [49]
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Part A — Practice Paper - E [51]
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SESSION TWO - PART B - SCORING RUBR
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Anchor Paper - Part B—Level 3 - C
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Part B — Practice Paper - A [97]
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Part B — Practice Paper - E [105]
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Practice Paper A-Score Level 3 Conc
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Total Essay Score Total Multiple-C
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9502320 Comp English I Ja06 - JMap

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