English Language Arts 10-2, 20-2, 30-2 Persuasive Writing in Context

Scoring Categories and Criteria

THOUGHT AND SUPPORT (X2) WRITING SKILLS
FOCUS £ Be certain you understand what you’re being asked £ Voice
to write about. Address the issue as assigned. £ I can’t hear you!
Address ALL of the issue. Reread the directions to £ Think about your reader.
be certain you are on track. £ Don’t waffle
£ Give your mind and imagination some time to find £ Use proper English; both slang and profanity are
a significant idea to discuss. “prohibited”
£ Address the whole prompt carefully. £ Be confident
£ Address the texts carefully. £ No padding allowed; it doesn’t improve writing to
£ Choose support, proof, details that are precise and simply add “fluff”
specific, ones that support your exploration £ Keep the tone formal; add personality but not
logically and persuasively. informality.
£ Don’t simply summarize the prompts. £
£ List ≠ discussion £ Language Skills
£ Stay focussed on the issue. £ You need a beginning, a middle and an end
£ Compose a proper thesis – both for your and your £ Spell check AND check your spelling
audience’s mutual benefit. £ Punctuate accurately
£ Make your argument realistic/believable. £ Capitalize properly
£ Don’t merely state your argument, develop it. £ Add quality
£ Make certain your argument is appropriate for the £ “i” is not a word; change it to a capital letter
audience AND for the purpose £ Read your paper out loud so you can hear the
£ You need direct supports from both life and the errors.
prompt materials.
£ Group details for emphasis
£ Know your audience!
Degree of difficulty is considered for this category.
£ Filter your thoughts.
£ Add quantity

Excellent A perceptive and thorough understanding of the issue The selection and use of words and structures are
is demonstrated. The argument(s) are adept and effective. This writing demonstrates confident control
E/5 convincing. Support is well defined and purposefully
chosen to reinforce the student’s ideas in a deliberate
of correct sentence construction, usage, grammar, and
mechanics.
and judicious way. A precise awareness of audience is
effectively sustained.

Proficient A thoughtful and competent understanding of the issue The selection and use of words and structures are
is demonstrated. The argument(s) are well considered frequently effective. This writing demonstrates
PF/4 and sound. Support is accurate and occasionally
purposefully chosen to reinforce the student’s ideas in
competent control of correct sentence construction,
usage, grammar, and mechanics.
a logical and clear way. Awareness of audience is
sustained.

Satisfactory A sufficient but generalized understanding of the issue The selection and use of words and structures are
is demonstrated. The argument(s) are appropriate and occasionally effective. This writing demonstrates basic
S/3 straightforward. Support is relevant but general, and
may be occasionally lacking in persuasiveness and
control of correct sentence construction, usage,
grammar, and mechanics.
consistency. Awareness of audience is generally
sustained.

Limited An incomplete, vague, or confused understanding of The selection and use of words and structures are
the issue is demonstrated. The argument(s) are frequently ineffective. This writing demonstrates
L/2 oversimplified and/or inconsistent. Support is
superficial, unclear, contradictory, inappropriate, or
faltering control of correct sentence construction,
usage, grammar, and mechanics.
merely a restatement of what is provided in the
examination. Awareness of audience may be apparent
but is not sustained.
Poor An inaccurate or minimal understanding of the issue is The selection and use of words and structures are
demonstrated. The argument(s) are of questionable ineffective. This writing demonstrates lack of control
P/1 logic or are unrelated to the issue under discussion.
Support is irrelevant, over generalized, or lacking.
of correct sentence construction, usage, grammar, and
mechanics.
Little awareness of audience is apparent.

Insufficient /20
INS
• The marker can discern no evidence of an attempt to fulfill the assignment OR
• The writing is so deficient in length that it is not possible to assess Thought and Support