Development of the asTTle Writing Assessment Rubrics for Scoring ...

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Languageresources forachieving thepurposeText: content and structureLevel 2 B P A Level 3 B P A Level 4 B P ASimple factual statementsEvidence of use of taskappropriateConsistent use of appropriate(declarative) evident. Topicrelatedlanguage (e.g., actionlanguage (for task and topic)vocabulary present but littleverbs mainly present tense to tellenhances the clarity anddetail conveyed through thehow it is or happens). Topicrelatedcoherence of the explanation (e.g.,language (e.g., nouns may lackvocabulary contributes totechnical language is includedadjectivals). Action verbs choicesunderstanding of parts or aspectswhere appropriate). Conjunctionsreflect topic and task. Topicrelatedof phenomenon to be explained.used to link ideas within andvocabulary used. ShowsSome use of adjectivals and/oracross sentences. Reference linkssome understanding of pronounadverbials to give detail andclear.use (related to cohesion) butprecision to explanation. Someunclear or overused pronoununclear or repetitious reference.reference may interfere withmeaning.Appendix Table 2asTTle Writing Scoring Rubric: to argue or persuadeAudienceawarenessand purposeContentinclusionRhetorical: the writer and the contextLevel 2 B P A Level 3 B P A Level 4 B P AEvidence that writer recognisesLanguage use and writing styleLanguage use and writing stylethat his/her opinion is needed.generally appropriate to audience.appropriate and directed toUses language to state opinionsWriter states his/her position.audience (e.g., writing attempts tofrom a personal perspective.Some attempt to influence thepersuade reader). Clearly statedreader is evident.consistent position is evident.Text: content and structureLevel 2 B P A Level 3 B P A Level 4 B P AMakes two or more argumentstatements related to the topic.Content can be tangentially relatedto the topic.Position statement present. Mostother argument elements (e.g.,main points, evidence, restatement)are included. Someelaboration. May includeinformation that does notcontribute to argument.Content relevant and adds weightto argument. Argument elements(i.e., position statement, mainpoints, evidence, re-statement) arecomprehensive. Containselaboration of main points.(continues…)18 Glasswell, K., Parr, J., & Aikman, M.
Coherence:sequencingideas andlinkingLanguageresources forachieving thepurposeText: content and structureLevel 2 B P A Level 3 B P A Level 4 B P AEvidence of attempts at structuringContent managed effectivelycontent through grouping ideasthrough grouping and/orwithin and across sentences – mayparagraphing main ideas anduse devices such as paragraphingvaried use of linking words andand simple linking words (e.g.,phrases (e.g., on the one hand,because, and).however, although).Organised at sentence level (e.g.,limited because of haphazard orstream of consciousness-typeorganisation).Topic-related vocabulary present.Often speech-like in structure anduses a personal voice (e.g., “Ireckon”).Appendix Table 3asTTle Writing Scoring Rubric: to instruct or lay out a procedureAudienceawarenessand purposeContentinclusionUses topic-appropriate vocabulary.Attempts to use language to makearguments seem more objective(e.g., passive structures) andpowerful (e.g., emotive language).May attempt to use persuasivelanguage (e.g., emotivevocabulary) to influence readers orincludes or refers to the reader(e.g., "you would"). Useslanguage to make argumentsseem more objective (e.g., passivestructures) and/or powerful (e.g.,certainly, must, absolutely).Rhetorical: the writer and the contextLevel 2 B P A Level 3 B P A Level 4 B P AThe writer recognises the purposeLanguage use and writing style isInterprets needs of audience.for writing and that he/she isappropriate to audience. Relies onLanguage use and writing stylewriting for an audience other thancontext and requires some readerdirected to audience. Requiresthe self (e.g., uses you orinference to complete thelittle reader inference to completeimperative form). May assumeprocedure.procedure.shared knowledge with the reader.Text: content and structureLevel 2 B P A Level 3 B P A Level 4 B P AAll basic procedure elements (e.g.,Procedure elements (i.e.,headings, actions, materials)headings, sub-headings, materials,included. Some elaboration ofactions) sufficiently elaborate,elements. Limited tangentialprecise, and comprehensive.information.Includes only appropriate content.(continues…)Some elements of procedure (e.g.,headings, actions, materials)included. Some topic-relatedinformation included. Evidence ofinstruction-like statements.Technical Report 6: Writing Assessment Rubrics 19
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Development of the asTTle Writing Assessment Rubrics for Scoring ...

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