Teacher Resource Guide

Write Score

GA-5

TM

2010
2008Write
Write Score,
Score,LLC
Inc.

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All Rights Reserved

Fully focused on assigned topic, genre, and purpose/Supporting ideas are relevant and fully elaborated/
Abundant information provides a sense of completeness/Genre-appropriate strategies/Appropriate org.
strategy/Logical sequencing and grouping of ideas within para. and across paper/Engaging intro. sets
the stage/Concl. provides a sense of closure w/o repetition/Effective and varied transitions are used
throughout/Varied, precise, and engaging word choice/Varied and extensive sentence structure/
Sustained awareness of audience and authoritative voice throughout/Correct and varied in all elements
of Sentence Formation, Usage, and Mechanics
Consistently focused on assigned topic, genre, and purpose/Supporting ideas are relevant and well
developed/Information provides an overall sense of completeness/Response is appropriate to assigned
genre/Appropriate org. strategy/Appropriate sequencing and grouping of ideas within para./Intro. sets
the stage/Concl. provides closure w/o repetition/Varied transitions link ideas and para./Precise and
engaging word choice/Sentences vary in length and structure/Awareness of audience and distinctive
voice/Correct in most elements of Sentence Formation, Usage, and Mechanics
Sufficiently focused on assigned topic, genre, and purpose/Most supporting ideas are relevant and well
developed while others may not be/Sufficient information provides a sense of completeness/Response
is generally appropriate to the genre/Generally appropriate org. strategy/Clear sequencing and grouping
of ideas/Sufficient intro. that fits topic and purpose/Concl. provides closure with little repetition/
Transitions used to link parts of the paper are mostly common and predictable /Generally appropriate
word choice/Some variety of sentence structure/Some awareness of audience/Clear voice/Correct in a
majority of the elements of Sentence Formation, Usage, and Mechanics, but there may be some errors
in each element OR correct in two components but one component may be weak
Minimally focused on assigned topic, genre, and purpose/Some ideas may be irrelevant/Supporting
ideas are under-developed/Lacks sufficient information to provide a sense of completeness/Formulaic
and/or inappropriate org. strategy/Minimal evidence of sequencing and/or grouping of ideas/May lack
an intro.and/or concl./Transitions may be ineffective or repetitive/Simple word choice/Minimal variation in sentence structure/Minimal awareness of audience/Minimal or indistinct voice/Minimal control
in Sentence Formation, Usage, and Mechanics OR one component may be strong while the other two are
weak/Overall competence limited by the brevity of the response
Little or no focus on assigned topic, genre, and purpose/Most ideas are irrelevant and/or not developed/
Lacks a sense of completeness/Little or no evidence of an org. strategy/Ideas are not sequenced or
grouped in a meaningful order/Lacks an intro. and/or concl./Transitions are missing or inappropriate/
Word choice is incorrect, imprecise, and/or confusing/Little or no sentence variety/Little or no awareness of audience/Voice is not apparent or controlled/Overall lack of control in Sentence Formation, Usage,
and Mechanics/Insufficient writing (due to brevity or copying the prompt) to determime competence

Incomprehensible essay: Writing is illegible/Written in another language/Does not make sense

Writing is off topic
Essay is left blank or does not contain enough writing to score

The following header comes with each data set for each class period the essay assessment was given.
Note the four domains given on the left: Ideas, Organization, Style and Conventions. Each of the
domains is broken down into specific response details, shown on the right side of the header. These
response details are discussed later in further detail.

Domains

Response Details

Calcula
ting the Ov
er
all Scor
e
Calculating
Over
erall
Score
The four domains are added together to give the essay a raw score of a possible 50 total points.
The Ideas domain of the essay is weighted 2x heavier than the other domains.

John Smith

4 4 3 4

38

Example Calculation:
Ideas 4x2 + Organization 4 + Style 3 + Conventions 4 = Total 19x2 = Raw Score 38

Does Not Meet the Standard

0 - 29

Meets the Standard

Exceeds the Standard

30 - 39

40 - 50

Ideas refers to the degree to which the writer establishes a controlling idea and elaborates the main points
with examples, illustrations, facts, or details that are appropriate to the assigned genre.
In addition to a score, response details will be marked to help students and teachers understand any weaknesses in the
domain of Ideas.
Focus/Relevance- If a paper receives a score of 1 or 2 in Ideas, this marked response detail indicates
the following: little or no focus on the assigned topic and/or writing genre (Narrative, Informational,
Persuasive) and/or a large part of the papers details are irrelevant or inappropriate. A score of 3 in
Ideas with this marked response detail indicates the following: sufficient overall focus on the assigned
topic and genre but could contain a few irrelevant ideas. The paper could be improved by tying all of
the information in the paper to the assigned topic, using genre-appropriate strategies to develop
ideas, and including ideas that are relevant to the writers argument and audience.
Depth of Development- If a paper receives a score of 1 or 2 in Ideas, this marked response detail
indicates that most of the supporting ideas are vague, general, or undeveloped. A score of 3 in Ideas
with this marked response detail indicates that only some parts of the paper are well developed while
others are only partially developed.The paper could be improved by consistently using specific
examples and details to fully elaborate the supporting ideas.
Completeness- If a paper receives a score of 1 or 2 in Ideas, this marked response detail indicates that
the paper lacks sufficient information to provide a sense of completeness and it fails to address the
readers concerns. A score of 3 in Ideas with this marked response detail indicates that the paper
contains sufficient information to address some of the readers concerns. The paper could be improved
by including information that fully addresses the readers concerns and perspectives.
Brief Response- If a paper receives a score of 1 or 2 in Ideas, this marked response detail indicates
that there is insufficient student writing (due to brevity or copying the prompt) to determine competence
in this domain.

The Key to a Higher Ideas Score: Depth of Development

Depth of development refers to the degree to which the topic is elaborated through various layers
of supporting details. Fluency of development pertains to the quantity of supporting ideas rather
than the degree of development of any one idea. Effective and convincing papers require both depth
and fluency to create a sense of completeness.
Low scoring papers typically contain only supporting ideas consisting of vague or listed ideas. Fully
developed papers contain both major and specific details that elaborate and develop most or all of the supporting ideas. Students who receive high scores in Ideas are inclined to write papers which take a few supporting
ideas and develop them in depth as opposed to student writers who try to cover many supporting ideas with
less depth of detail.

Controlling Idea- This serves as the focus for all the other layers of details in a paper.
Supporting Ideas- Claims the writer makes about the issue in the assigned writing prompt.
Major Details- Evidence used to elaborate or support each claim made by the writer.
Specific Examples and Elaboration- Specific examples, anecdotes, facts, and statistics used
to fully develop some or all of the major details.

Fully developed papers

drill down the Controlling
Idea with details that range
from general to specific.

Controlling Idea
the main focus of the essay

Supporting Idea
topic of the paragraph

*Major Details
broad details to
support topic

*Specific
Details

Organization refers to the degree to which the writers ideas are arranged in a clear order. The overall
structure of the response should be consistent with the assigned genre.
In addition to a score, response details will be marked to help students and teachers understand any weaknesses in the
domain of Organization.
Formulaic- If a paper receives a score of 1 or 2 in Organization, this marked response detail could
indicate that a paper demonstrates some or all of the following characteristics: announcing the position
and supporting ideas in the introduction, repeating the supporting ideas to begin and end body paragraphs, repeating the position and supporting ideas in the conclusion, repetitive transition words and
phrases. Formulaic papers can receive a score no higher than 2 in Organization. The paper could be
improved by demonstrating an organizational strategy or structure that is appropriate to the
writers topic and assigned genre of writing and facilitates the writers communication of ideas
with little or no repetition.
Introduction/Conclusion- If a paper receives a score of 1 or 2 in Organization, this marked response
detail indicates that the paper may lack an introduction or include an ineffective introduction. Also, the
paper may lack a conclusion or the conclusion may be ineffective. A score of 3 in Organization with this
marked response detail indicates that the paper contains an introduction that fits the writers topic/purpose, but is uninteresting or flat and/or the paper contains a conclusion that provides closure but is also
uninteresting or flat. The paper could be improved by including an introduction that is more engaging
and a conclusion that provides more of a sense of closure without repetition.
Sequencing/Grouping of Ideas- If a paper receives a score of 1 or 2 in Organization, this marked
response detail indicates that a paper demonstrates little or no effective sequencing or grouping of ideas.
A score of 3 in Organization with this marked response detail indicates that sequencing is clear and a
majority of related ideas are grouped together. The paper could be improved by demonstrating
logical and appropriate sequencing of ideas within paragraphs and across the entire paper, as
well as, grouping all ideas in a logical manner into paragraphs.
Transitions- If a paper receives a score of 1 or 2 in Organization, this marked response detail indicates
that the majority of the transitions used fall into one of the following categories: common/predictable,
ineffective, minimal, overused, inappropriate, omitted. A score of 3 in Organization with this marked
response detail indicates that the paper demonstrates some effective transitioning. The paper could be
improved by using effective and varied transitional words and phrases to link all elements of the
paper.
Brief Response- If a paper receives a score of 1or 2 in Organization, this marked response detail
(listed under Ideas) indicates that there is insufficient student writing (due to brevity or copying the
prompt) to determine competence in this domain.

Style refers to the degree to which the writer controls language to engage the reader.
In addition to a score, response details will be marked to help students and teachers understand any weaknesses in the
domain of Style.
Word Choice- If a paper receives a score of 1 or 2 in Style, this marked response detail indicates that
a paper demonstrates word choice that falls into one or more of the following categories: simple,
ordinary, repetitive, incorrect, imprecise, confusing. A score of 3 in Style with this marked response
detail indicates that the word choice is generally interesting and appropriate. The paper could be
improved by the consistent use of language that is varied, precise and engaging.
Audience Awareness/Voice- If a paper receives a score of 1 or 2 in Style, this marked response detail
indicates that the paper demonstrates little or no awareness of audience and/or the writers voice is
minimal, inconsistent, indistinct, or not apparent. A score of 3 in Style with this marked response detail
indicates that although the writers voice may be clear and appropriate, some parts of the paper may
lack audience awareness (or vice versa) OR audience awareness/voice are both somewhat weak. The
paper could be improved by demonstrating a consistent awareness of audience throughout and
writing with a sustained authoritative voice.
Sentence Variety-If a paper receives a score of 1 or 2 in Style, this marked response detail indicates
that a paper demonstrates little or no variety in sentence length and/or structure. A score of 3 in Style
with this marked response detail indicates that the paper demonstrates some variation in sentence length
and structure. The paper could be improved by including an extensive variety of sentence lengths,
structures, and beginnings.
Brief Response- If a paper receives a score of 1 or 2 in Style, this marked response detail (listed
under Ideas) indicates that there is insufficient student writing (due to brevity or copying the prompt) to
determine competence in this domain.

Conventions refers to the degree to which the writer demonstrates control of sentence formation, usage,
and mechanics.
In addition to a score, response details will be marked to help students and teachers understand any weaknesses
in the domain of Conventions.
Usage- If a paper receives a score of 1 or 2 in Conventions, this marked response detail indicates that
a paper demonstrates minimal control of one or more of the following: subject-verb agreement, standard word forms, possessives, contractions. A score of 3 in Conventions with this marked response
detail indicates that a paper contains some errors in usage. The paper could be improved by consistently using correct subject-verb agreement, word forms, possessives, contractions, and pronounantecedent agreement.
Sentence Formation- If a paper receives a score of 1 or 2 in Conventions, this marked response
detail indicates that the paper demonstrates some or all of the following: frequent fragments, run-ons,
incorrect sentences. A score of 3 in Conventions with this marked response detail indicates that the
majority of the simple sentences are formed correctly with some errors in complex and/or compound
sentences and possibly some fragments and run-ons.The paper could be improved by consistently
demonstrating a command of a variety of correctly formed sentences, clarity of sentence level
meaning, and functional fragments.
Mechanics- If a paper receives a score of 1 or 2 in Conventions, this marked response detail indicates
that a paper demonstrates minimal control in some or all of the following: punctuation, spelling, capitalization. A score of 3 in Conventions with this marked response detail indicates that mechanics is generally correct although the paper may contain some errors in each element. The paper could be improved by demonstrating correct mechanics in a variety of contexts: punctuation, spelling,
and capitalization.
Brief Response- If a paper receives a score of 1 or 2 in Conventions, this marked response detail
(listed under Ideas) indicates that there is insufficient student writing (due to brevity or copying the
prompt) to determine competence in this domain.

What makes a paper a 3 or a 5?

Example Student Essays: Many teachers wonder just what
makes a sufficiently controlled paper that receives an average score of 3 different from a paper that recieves a score
of 5. In the following pages, we have provided two sample
papers written in response to the writing topic below. Student
#1 was scored a 3 and student #2 was scored a 5. Each
paper has been annotated to further explain the scores that
were assigned.

Writing Topic
Writing Situation
Everyone needs help from time to time. Think about a
time you helped someone.
Directions for Writing
Write a story about what happened when you helped
someone.
Student sample papers and their annotation are contained on the following pages.

Student #1: Score of 3

Annotations for Student #1

Ideas Score: 3
The controlling idea (helping my mom with my brother and sister) is sufficiently developed and
addresses the assigned narrative purpose.The writer maintains a consistent focus on the assigned task, and all the information included is relevant to the story about helping someone.
The writer includes four supporting ideas (I was going back and forth with what they wanted,
I didnt know it was going to be that tyring, they wanted to watch TV, when I came back
they were fast asleep). The supporting ideas are developed with some specific details. Overall,
there is enough information to provide a sense of completeness.
Organization Score: 3
The overall organizational strategy (beginning, middle, and end) is appropriate to the narrative
purpose. The introduction is appropriate, but sounds flat and uninteresting. Related ideas are
grouped together in paragraphs, and the writers ideas are presented in a generally clear sequence.The conclusion is clear.Transitions (Then, At that moment, when I came back)
link parts of the paper.
Style Score: 3
Word choice is generally engaging and appropriate (I was getting ready to scream, I didnt
know it was going to be that tyring, looked like a tornado just went threw it, screaming and
crying, like little born puppies, I think the whole world heard them, elated and tired) with
some lapses into simple and ordinary language (I replied ya, It was 10:52 in the
morning, So I put on Sprout, Then I put Valerie in my bed, Then I slowly closed the
door). The writers voice is clear and discernable.There is some variation of sentence lengths
and structure.
Conventions Score:3
The paper demonstrates sufficient control of sentence formation, usage, and mechanics. The
majority of the sentences are correct with the exception of a couple that begin with so, and a
few run-ons (So my sister asks me if I could take her to the restroom then Ramy comes crying
that he wants a bottle, I was so exsausted I didnt know it was going to be that tyring, I put
on Sprout they love Sprout). Usage is generally correct. Most of the elements of mechanics
are generally clear with the exception of some misspelled words (ya, fourth/forth,
exsausted, tyring, Know/now, threw/through, there/their), as well as some internal
puctuation errors.

Student #2: Score of 5

Annotations for Student #2

Ideas Score: 5
The writers story about saving her cousins life is fully developed. The writer provides specific details in
the beginning, middle and end of the story (I heard a scream that nearly made me deaf, Stephanie was
splashing as loud as a huge tidal wave crashing over San Francisco, the gigantic waves from my
cousins wild splashing, Stephanie didnt have enough energy and buoyancy to float in the pool, I
didnt want to leave this wonderful, sweet, loving, big world, I was filled with courage and determination, I gave her five good uppercuts in her stomach). The response contains an abundance of relevant
information that fully addresses reader concerns.
Organization Score:5
The introduction engages and sets the stage for the writers story about saving her cousins lfe. Ideas are
presented in a clear, chronological sequence and related ideas are grouped together. Transitions link
ideas within and across parts of the paper (It was a beautiful day, But, it was a day, I was in my
backyard, While Stephanie was swimming, Now, and this time, Then, As soon as, At first).
The paper ends with the writer running home to tell her mother what had happened and provides an
effective sense of closure appropriate for narrative writing.
Style Score: 5
The writer uses varied, precise language. Carefully crafted phrases capture the readers interest (all the
flowers seemed to sway left and right, the birds blissfully chirped their song to one another, struggling
to float above the water, gigantic waves from my cousins wild splashing, buayancy to float, with all
of my might, breaking my fragile fingers, filled with courage and determination, mad as a
hornet).The writers voice is expressive and audible throughout the paper. Sentences are varied by
length and structure.
Conventions Score:5
The writer demonstrates a full command of sentence formation, usage, and mechanics. The paper
contains clear and correct simple, complex, and compound sentences. Usage and mechanics are correct
in a variety of contexts. Errors do not interfere with meaning.