Olinghouse Writing Assessment Resource Handouts

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$Schema-based Strategies for Solving Math Word Problems$

6+1 Traits® Condensed 5-Point 3-12 Writer’s Rubric aka One PagerWord Choice: The use of rich, colorful, andprecise language that moves and enlightens thereader. Words convey the intended message in aprecise, interesting, and natural way.A. Words are specific and accurate.B. Striking words and phrases create imagery.C. Natural, effective and appropriate language.D. Lively verbs, specific nouns and modifiers.E. Language enhances and clarifies meaning.F. Precision is obvious by choice of words andphrases. The language is functional, even if it lacks muchenergy.A. Words are adequate and correct in a generalsense.B. Familiar words and phrases communicate.C. Attempts at colorful language.D. Passive verbs, everyday nouns, mundanemodifiersE. Language functions, with one or two finemoments.F. Occasionally, the words and phrases showrefinement and precision The writer struggles with a limited vocabularyA. Words are nonspecific or distracting.B. Many of the words don’t work.C. Language is used incorrectly.D. Limited vocabulary, misuse of parts of speech.E. Language is unimaginative and lifeless.F. Jargon or clichés, persistent redundancy.Sentence Fluency: The rhythm and flow of thelanguage, the sound of word patterns, the way inwhich the writing plays to the ear, not just to theeye. The writing has an easy flow, rhythm andcadence. Sentences are well constructed.A. Sentences enhance the meaning.B. Sentences vary in length as well as structure.C. Purposeful and varied sentence beginnings.D. Creative and appropriate connectives.E. The writing has cadence. The text hums along with a steady beat, buttends to be more pleasant or businesslike thanmusical.A. Sentences get the job done in a routine fashion.B. Sentences are usually of similar length, yetconstructed correctly.C. Sentence beginnings are sometimes varied.D. The reader sometimes has to hunt for connectiveclues.E. Parts of the text invite expressive oral reading;other parts may be stiff, awkward, choppy, organgly. The reader has to practice quite a bit in order togive this paper a fair interpretive reading.A. Sentences are choppy, incomplete, rambling, orawkward. Phrasing does not sound natural.B. No "sentence sense" present.C. Sentences begin the same way.D. Endless connectives, if any present.E. <strong>Writing</strong> does not invite expressive oral reading.*Conventions: The mechanical correctness ofthe piece; spelling, punctuation, capitalization,grammar usage, and paragraphing. The writer demonstrates a good grasp ofstandard writing conventions (e.g., spelling,punctuation, capitalization, grammar usage,paragraphing)A. Spelling is generally correct.B. Punctuation is accurate.C. Capitalization skills are present.D. Grammar and usage are correct.E. Paragraphing tends to be sound.F. The writer may manipulate and/or edit for stylisticeffect; and it works! The writer shows reasonable control over alimited range of standard writing conventionsA. Spelling is usually correct or reasonably phoneticon common words.B. End punctuation is usually correct.C. Most capitalized words are correct.D. Problems with grammar and usage are not serious.E. Paragraphing is attempted.F. Moderate, inconsistent editing (a little of this, a littleof that). Errors in spelling, punctuation, capitalization,usage and grammar and/or paragraphing repeatedlydistract the reader and make text difficult to read.A. Spelling errors are frequent.B. Punctuation missing or incorrect.C. Capitalization is random.D. Errors in grammar or usage are very noticeable.E. Paragraphing is missing.F. Little, if any, editing; the reader must read once todecode, then again for meaning.Key Question: Do the words and phrases create vividpictures and linger in your mind?Key Question: Can you FEEL the words and phrasesflow together as you read it aloud?Key Question: How much editing would have to bedone to be ready to share with an outside source? A whole lot? Score in the 1-2 range. A moderate amount? Score in the 3 range. Very little? Score in the 4-5 range.*Expectations for Conventions should be based on grade level and include only those skills that have actually been taught.© 2010, Education Northwest Page 2
Primary Trait—Informative RubricScoreCriteriaTITLE0 No title is given1 A title is given, but it is vague2 The title is given and is well suited to the storyTHESIS/TOPIC STATEMENT0 There is no thesis statement1 The thesis statement generally presents the topic of the composition.The thesis statement presents a more detailed description of the2composition topic.CONTEXT0 The introduction does not include any context.1 The introduction provides a general context for the composition.The introduction includes specific details regarding the context of the2composition.MAIN IDEAS0 There are no main ideas or the ideas presented are unrelated to the topic1 The essay is a list of unelaborated ideas related to the thesis statementThere is 1 main idea related to the topic statement that has at least one2elaboration.2 or more main ideas related to the topic statement that have at least one3elaboration.ELABORATION (DETAILS)A detail = When? Where? Who? Why? What? How?0 There are no elaborations.1 There is one elaboration per main idea.2 There are two elaborations for one main idea.There are three or more elaborations for one main idea.3 ORThere are two or more elaborations for two or more main ideas.CONCLUSION0 There is no conclusionThere is a general concluding statement and/or minimal concluding1section that wraps up the composition.The concluding statement is specific to the ideas presented in the2composition and/or a concluding section that wraps up the composition.DO NOT COPY OR DISTRIBUTE WITHOUT PERMISSION natalie.olinghouse@uconn.edu 2012
Page 1 and 2: Student Informational Writing Sampl
Page 3 and 4: Score = 4 Responses in this range d
Page 5: 6+1 Traits® Condensed 5-Point 3-12
Page 9: Sentence Component AssessmentSenten

Olinghouse Writing Assessment Resource Handouts

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