Composition Scoring Guide for Governor s Cup Events

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1 Composition Scoring Guide for Governor s Cup Events Kentucky Association for Academic Competition 113 Consumer Lane Frankfort, KY Phone: Fax: kaac@kaac.com All material 2011 KAAC, Inc., all rights reserved

2 Table of Contents Introduction... 1 Avoiding Reader Bias... 2 Characteristics of the Feature Article--Elementary... 3 Characteristics of the Feature Article Middle Grades... 5 Characteristics of the Feature Article High School... 6 Characteristics of an Editorial Middle Grades... 7 Characteristics of an Editorial High School... 8 Characteristics of a Letter Elementary... 9 Characteristics of a Letter Middle Grades Characteristics of a Letter High School Characteristics of a Speech Middle Grades Characteristics of a Speech High School Using the Writer s Reference Sheet Writer s Reference Sheet Composition Scoresheet.. 16

3 Introduction In an effort to assist coaches and readers to prepare for scoring compositions at Governor s Cup events, composition scoring guidelines have been developed. Governor s Cup incorporates an ondemand, performance-based persuasive writing activity to assess each student s ability to complete the task identified within the competitive prompt. Elementary students must complete this task in 45 minutes. Middle grade and high school students are given 90 minutes for each level of competition. Coaches should remind their students that anonymity is critical to prevent disqualification. Students must not give any identifying information about themselves or their schools in their competition booklet. The Composition scoresheet has been revised to give readers a range of options in scoring criterion for each section. This should help us move toward more analytical scoring and reduce the number of raw score ties. Each prompt directs the student to defend a position about an unknown topic for the middle grades and high school levels. An Elementary student gives an opinion in support of the perspective taken in the composition. Genres used in Governor s Cup events are the persuasive letter (friendly, business, or to the editor), feature article, speech and editorial. The middle grades and high school levels may use any of these genres, but the elementary level will use only the persuasive letter or article. Prior knowledge about the specific type of prompt to be written is not released until the time of the competition. As a reader during a competition it is important that you avoid your personal biases and beliefs. Our students come from varied educational, religious, political and cultural backgrounds with viewpoints unique to each individual. Governor s Cup prompts are written about real-life situations that may be very controversial and cause the students to think about the opposing sides. In a persuasive piece, the writer aligns the writing with thoughts that support a stated point of view. Your purpose as a reader is to evaluate and not to change the opinion of the writer. Comments to the writer should never reflect your personal viewpoints or a belief that is more widely accepted by the masses. Scores should reflect student s writing skills, the ability to fulfill the audience, purpose, and genre as specified by the writing prompt, and the ability to meet the requirements of the genre not your personal expectations. The prompts are written to ensure the anonymity of the student by assigning each student an identification number. Students should read the prompt carefully. Each prompt (when necessary) will provide an identity of the student and name of the school to be used by all students in the competition. For example, the student may be asked to assume the identity of John Smith from Governor s Cup Elementary School or, to be a concerned citizen named Pat Smith from Halifax, Kentucky. A student must never include information that identifies the writer or the writer s school in the composition in any way, or the writer will be disqualified immediately by the Governor s Cup Contest Manager after notifying KAAC. A review of the Composition score sheet will indicate the importance of a student using the correct genre in their booklet. On behalf of the nearly 3000 students who take part in our Composition events, THANK YOU for scoring for Governor s Cup. 1

4 Avoiding Reader Bias Scorer Objectivity Issues Reader bias has no place when scoring the Governor s Cup Composition competition. Before you begin to score any of the pieces, please review the Composition Scoresheet for the rubric requirements and this page of Reader Bias reminders. As you begin to read each piece, remember that the prompt is the same for everyone; each student however, will have a unique perspective. You are not to consider whether the viewpoint of each writer is right or wrong, but whether the direction chosen by the writer was supported throughout the composition. The overall purpose in scoring composition at the District, Regional and State levels is to assure that each piece is scored consistently using the rubric so the top students receive appropriate recognition. Keep in mind, this is competitive writing and not an assignment for a classroom. A coach s duty is to provide young writers with the knowledge to distinguish among the various genres used for this competitive event. A reader of competitive writing must know the impact of not fulfilling the requirement to write to a specific genre. Although a student may write a creative and informative composition with many supporting facts, if the composition ignores the directive within the writing instructions to the student, lower scores must prevail. For instance, if the prompt directs the student to complete the competition booklet using the Letter to the Editor genre and the student writes an Editorial, then a score of one (1) should be given for the Content score for Genre on the scoresheet. This will also impact the Purpose, Audience Awareness, Voice and Idea Development. The reader must understand that this is a bias that may be causing inflated scores to be awarded to writers lacking a connection to the directive given within the competitive prompt. Do not let the following biases affect your scoring: Handwriting (or the physical quality of the handwriting) The use of printed or cursive fonts, editing marks, corrections inserted with editing marks, or words crossed out are not part of the scoring rubric Lightness or darkness of the writing The use of pen or pencil is acceptable for Governor s Cup competition (writer booklets are recoded and copied before readers are to score) Neatness Although the writers write a rough draft, sometimes the rough draft must be used for the final draft. Editing marks are not part of the scoring rubric Format Skipping lines, unusual margins, or font selection (printed vs. cursive fonts) are not part of the scoring rubric Presence of title A title should be included for an editorial, a feature article and a speech, but not a letter Length of the piece of writing The reader should only consider if the composition is complete. The size of a writer s handwriting can be deceiving. The rubric does not dictate the length of a completed composition. Presence of paragraphs Paragraphing is a part of organization. Paragraphs for an editorial may be shorter than for other genres. Taken from the Kentucky Writing Handbook Part II: Scoring Adapted for use in the KAAC Composition Guidelines 2

5 Examples of other biases to avoid: Personal reactions to the persona or tone of the writing (e.g., What a cute kid! How conceited! ) An evaluator MUST be aware that the tone of the writing may influence his/her scoring. This bias MUST be avoided. Just because the writing appeals to you ("the cute kid") or on the other hand, offends your ideas of appropriate tone ("how conceited"), does not negate the value of the writing. Make certain that you score the piece based on the rubric not on your personal bias about what the writer may be like. Reactions to the content of the writing (e.g., the writer s values are not the same as the scorer s, or the writer s choice of overall theme for writing is unappealing to the scorer.) Many of KAAC s topics are controversial. Evaluators must strive to evaluate a student s writing on the merit of the student s development of his or her opinion. Idiosyncratic preferences or prejudices in style or usage (e.g., the use of a lot or that is ; the halo effect of a well-turned phrase; clichés; the presence or absence of simplistic transitions; the sophistication or lack of sophistication in word choice) As you read the piece, remember that your preference or distaste for a certain phrase MUST NOT influence your score. Also, consider that a certain preconceived idea of the "way that a certain age competitor should write" may also unintentionally influence your scores, as well. Be aware that you MUST use the rubric for the appropriate scoring of individual pieces. NOTES: 3

6 Characteristics of the Feature Article--Elementary The writer conveys important information that focuses on a unique or interesting issue, event, person, place or trend with the purpose to inform or entertain. The purpose of an article is to persuade, to tell how to, to analyze a process, to present the human interest, or to provide information on some aspect of the subject. An article can be written for the general population or a specific group identified by the prompt. Characteristics: Contains a title that suggests the purpose for the writing Establishes and maintains focused purpose and appropriate tone Lead must capture (hook) the reader s attention immediately and set the tone for the rest of the article May use an unusual statement, a quotation, an anecdote, a question, a list, a scenario, surprising or alarming statistics, etc. to begin the composition Articles are usually written for a specific group; therefore, some assumptions may be made about the audience. (This means the writer may assume the reader has some knowledge on the topic.) Presents information in a creative manner with various organizational strategies that may include various elements (e.g., frequent paragraphing, subject heading and subtitles, different style and size of fonts, boxed information, embedded visuals, effective use of white space, lists, charts, graphs, and bullets) Develops the topic logically with facts, definitions, concrete details, quotations, narrative, or other information and examples related to the topic Links ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially) Uses precise language and topic-specific vocabulary to inform or explain the Big Ideas Contains a concluding paragraph that refocuses on the purpose and establishes a sense of closure for the reader, or leaves the reader with something to consider 4

7 Characteristics of the Feature Article Middle Grades The writer conveys important information that focuses on an interesting or unique issue, event, person, place or trend with the purpose to inform or entertain. The purpose of an article is to persuade, to tell how to, to analyze a process, to present the human interest, or to provide information on some aspect of the subject. An article can be written for the general population or a specific group identified by the prompt. Characteristics: Contains a title that suggests the purpose for the writing Establishes and maintains a formal style and appropriate tone Contains an introduction that engages the reader (e.g., usually a statement, a quotation, an anecdote, a question, a list, a scenario, surprising or alarming statistics) and establishes a purpose for the writing Is usually written for a specific group; therefore, some assumptions may be made about the audience. (This means the writer may assume the reader has some knowledge of the topic.) Presents information in a creative manner to aid comprehension (e.g., frequent paragraphing, subject heading and subtitles, different style and size of fonts, boxed information, embedded visuals, effective use of white space, lists, charts, graphs, and bullets) Develops the topic with facts, definitions, concrete details, quotations, narrative, or other information and examples related to the topic If persuasive, supports claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or purpose and the audience s concerns (e.g., counterclaims, objections, alternative points of view) Uses appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts (e.g., words, phrases, clauses, white space, subheadings) Uses precise language and topic-specific vocabulary, relevant descriptive details and/or sensory language to inform about or explain the topic Contains a concluding paragraph that refocuses on the purpose and establishes a sense of closure for the reader, or leaves the reader with something to consider 5

8 Characteristics of the Feature Article High School The writer conveys important information that focuses on a unique or interesting issue, event, person, place or trend with the purpose to inform or entertain. The purpose of an article is to persuade, to tell how to, to analyze a process, to present the human interest, or to provide information on some aspect of the subject. An article can be written for the general population or a specific group identified by the prompt. Characteristics: Contains a title that suggests the purpose for the writing Establishes and maintains a formal style and appropriate tone Contains an introduction that engages the reader (e.g., usually a statement, a quotation, an anecdote, a question, a list, a scenario, surprising or alarming statistics) and establishes a purpose for the writing (more sophisticated writers may not be overt with the purpose; it could be revealed in the conclusion) Is usually written for a specific group; therefore, some assumptions may be made about the audience. (This means the writer may assume the reader has some knowledge of the topic.) Presents information in a creative manner to aid comprehension (e.g., frequent paragraphing, subject heading and subtitles, different style and size of fonts, boxed information, embedded visuals, effective use of white space, lists, charts, graphs, and bullets) Develops the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, narrative evidence from literary or informational texts, analysis, reflection, quotations, claims or counterclaims, or other information and examples appropriate to the audience s knowledge of the topic Uses precise language, topic-specific vocabulary, and techniques such as metaphor, simile and analogy to manage the complexity of the topic Uses various organization techniques to create cohesion and clarify the relationships between complex ideas and concepts (e.g., words, phrases, clauses, syntax, white space, subheadings, graphics) Contains a concluding paragraph that refocuses on the purpose and establishes a sense of closure for the reader, or leaves the reader with something to consider 6

9 Characteristics of an Editorial Middle Grades The writer expresses an opinion about a relevant and timely issue and supports that opinion. The writer convinces the reader to accept a particular point of view through the position taken. Issues may include local, state, national, or international matters, as well as opinions about moral and religious issues. Editorials are individual voices on issues that merit time and effort. The audience is the general population not a specific audience. An editorial is written in the form of an essay. An editorial must NOT be confused with a letter to the editor. Characteristics Introduction contains an opening paragraph that establishes both the context for writing and the purpose. Introduction must catch the reader s attention immediately Must be concise and coherent and make statement of opinion about the issue. The opinion of the writer is clearly identifiable from the opening paragraph. May use various strategies for effective leads such as should or should not statements, address the reader with question(s), begin with an unusual statement, or provide surprising or alarming information (see Feature Article for additional acceptable techniques) Because editorials are written for a broad readership, writers must include background information to ensure the reader has all pertinent/relevant information to understand the purpose. Is written about a timely/current issue. Body contains paragraphs that develop Big Ideas usually one big idea per paragraph Explains areas of agreement with the opposition, but does not place emphasis on the oppositions point of view. Gives valid reasons why the opposition s ideas will not work or are incorrect May use various strategies to support the writer s position such as opinion, persuasion, analogy, cause and effect, classification, comparison and contrast, definition or narration. When appropriate, writer will anticipate the readers reactions and respond to them Contains a conclusion that refocuses on the purpose by asking for a call to action, providing a solution to the problem, or a means which the reader could implement the solution. May provide reasons why the writer s position is the most valid, tell what would happen if the position is not accepted, tell why the issue is important, or project an outcome. 7

10 Characteristics of an Editorial High School The writer expresses an opinion about a relevant and timely issue and supports that opinion. The writer convinces the reader to accept a particular point of view through the position taken. Issues may include local, state, national, or international matters, as well as, opinions about moral and religious issues. Editorials are individual voices on issues that merit time and effort. The audience is the general population not a specific audience. An editorial is written in the form of an essay. An editorial must NOT be confused with a letter to the editor. Characteristics Introduction contains an opening paragraph that establishes both the context for writing and the purpose. Introduction must catch the reader s attention immediately Must be concise and coherent and make statement of opinion about the issue. The opinion of the writer is clearly identifiable from the opening paragraph. May use various strategies for effective leads such as should or should not statements, address the reader with question(s), begin with an unusual statement, or provide surprising or alarming information (see Feature Article for additional acceptable techniques) Because editorials are written for a broad readership, writers must include background information to ensure the reader has all pertinent/relevant information to understand the purpose. Is written about a timely/current issue. Body contains paragraphs that develop Big Ideas usually one big idea per paragraph Explains areas of agreement with the opposition, but does not place emphasis on the oppositions point of view. Gives valid reasons why the opposition s ideas will not work or are incorrect May use various strategies to support the writer s position such as opinion, persuasion, analogy, cause and effect, classification, comparison and contrast, definition or narration. When appropriate, writer will anticipate the readers reactions and respond to them Contains a conclusion that refocuses on the purpose by asking for a call to action, providing a solution to the problem, or a means which the reader could implement the solution. May provide reasons why the writer s position is the most valid, tell what would happen if the position is not accepted, tell why the issue is important, or project an outcome. 8

11 Characteristics of a Letter Elementary The writer expresses an opinion about a relevant issue. Elementary students may be asked to write letters which focus on providing important information about the subject and/or adopt a point of view. A persuasive letter is written to various audiences that may include family, school personnel, businesses, or government officials. The competitive prompts will ask the participants to address a particular issue with supporting information. A persuasive letter addresses a more specific audience than a general publication such as an editorial or letter to the editor. Because of this, the writer must not confuse the different genres in the competitive submission for scoring. Characteristics Contains appropriate heading (an inside address for business) Includes salutation with appropriate punctuation (comma for friendly, colon for business) Address the appropriate audience, establishes appropriate tone and maintains the tone throughout the writing Introduces a topic or text clearly, provides a general observation and focus, or states an opinion in the first paragraph Does not contain unnecessary background information since the audience for a letter is very specific Develops Big Ideas through a logical sequence of information usually one Big Idea per paragraph Supports Big Ideas with facts, details, definitions, concrete details, quotations, examples, etc. Links opinions and reasons using words, phrases, and clauses (e.g., consequently, specifically) Uses precise language and topic-specific vocabulary to inform about or explain the topic May include narrative experiences or events to develop Big Ideas Anticipates the readers reactions and responds to the appropriately When required by the prompt, shows the reader the benefits of the desired action to be taken Refocuses on the purpose in the concluding paragraph and clearly states the outcome Contains a closing and the signature designated by prompt 9

12 Characteristics of a Letter Middle Grades The writer expresses an opinion about a relevant issue. At the Middle Grades level, a persuasive letter is written to convince others to think a certain way and/or to take a certain action. A persuasive letter is written to various audiences that may include family, school personnel, businesses, or government officials. The competitive prompts will ask the participants to address a particular issue with supporting information. A persuasive letter addresses a more specific audience than a general publication such as an editorial or letter to the editor. Because of this, the writer must not confuse the different genres in the competitive submission for scoring. Characteristics Contains appropriate heading (an inside address for business) Includes salutation with appropriate punctuation (comma for friendly, colon for business) Addresses the appropriate audience Establishes and maintains focused purpose, appropriate tone, and formal style throughout the writing Does not contain unnecessary background information since the audience for a letter is very specific Introduces claims(s), acknowledges and distinguishes the claim(s) from alternate or opposing claims May integrate narrative elements into arguments Uses precise language, topic-specific vocabulary, relevant descriptive details and/or sensory language to hold the reader s attention and develop claims. Uses words, phrases, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims, reasons and evidence When required by the prompt, may explain the benefits of the desired action to be taken Refocuses on the purpose in the concluding paragraph and clearly states the outcome Contains a closing and the signature designated by prompt 10

13 Characteristics of a Letter High School The writer expresses an opinion about a relevant issue. At the High School level, a persuasive letter is written to convince others to think a certain way and/or to take a certain action. A persuasive letter is written to various audiences that may include family, school personnel, businesses, or government officials. The competitive prompts will ask the participants to address a particular issue with supporting information. A persuasive letter addresses a more specific audience than a general publication such as an editorial or letter to the editor. Because of this, the writer must not confuse the different genres in the competitive submission for scoring. Characteristics Contains appropriate heading (an inside address for business) Includes salutation with appropriate punctuation (comma for friendly, colon for business) Addresses the appropriate audience Establishes and maintains focused purpose, appropriate tone, and formal style throughout the writing Establishes and maintains formal style Introduces precise, knowledgeable claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternate or opposing claim Logically organizes the claim(s), counterclaims, reasons, and evidence Develops claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and the limitations of both in a manner that anticipates the audience s knowledge level, concerns, values and possible biases Uses words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims Uses precise language, topic-specific vocabulary, techniques such as metaphor, simile and analogy to manage the complexity of the topic. May incorporate narrative elements effectively into arguments Refocuses on the purpose in the concluding paragraph and clearly states the outcome Contains a closing and the signature designated by prompt 11

14 Characteristics of a Speech Middle Grades The writer uses a speech to persuade others that a specific conclusion, interpretation, or assessment based on the information is true. Speeches differ from others writing genres because oral presentation is part of the effectiveness of the speech script. A speech is to be given to a specific person or group. Characteristics Contains an introduction that captures the audience with a startling statement, famous quotation, rhetorical question, a list, a scenario, or story (anecdote) to illustrate a point relating to the speech, etc. Establishes clear purpose for writing, establishes appropriate tone and maintains the tone throughout the writing Addresses the audience directly or develops a clear link with the audience Does not contain unnecessary background information since speeches have a specific audience Introduces precise, knowledgeable claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternate or opposing claims Logically organizes the claim(s), counterclaims(s), reasons, and evidence Develops claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values and possible biases Uses precise language, topic-specific vocabulary, techniques such as metaphor, simile and analogy to manage the complexity of the topic Uses rhetorical devices (e.g., repetition, questions, fragments), words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims Contains a conclusion that reestablishes the purpose for writing and directly communicates with the audience May ask audience for a call to action in the conclusion May close with a memorable statement 12

15 Characteristics of a Speech High School The writer uses a speech to persuade others that a specific conclusion, interpretation, or assessment based on the information is true. Speeches differ from others writing genres because oral presentation is part of the effectiveness of the speech script. A speech is to be given to a specific person or group. Characteristics Contains an introduction that captures (hooks) the audience with a startling statement, famous quotation, rhetorical question, a list, a scenario, or story (anecdote) to illustrate a point relating to the speech, etc. Establishes clear purpose for writing, establishes appropriate tone and maintains the tone throughout the writing Addresses the audience directly or develops a clear link with the audience Does not contain unnecessary background information since speeches have a specific audience Introduces precise, knowledgeable claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternate or opposing claims Logically organizes the claim(s), counterclaims(s), reasons, and evidence Develops claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values and possible biases Supports claim(s), acknowledges and distinguishes the claim(s) for alternate or opposing claims May integrate narrative elements into arguments Uses precise language, topic-specific vocabulary, relevant descriptive details and/or sensory language to hold the reader s attention and develop claims Uses rhetorical devices (e.g., repetition, questions, fragments), words, phrases, and clauses to create a cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidences Contains a conclusion that reestablishes the purpose for writing and directly communicates with the audience May ask audience for a call to action in the conclusion May close with a memorable statement 13

16 Using the Writer s Reference Sheet The following page may be used to prepare students for the competitive composition event of Governor s Cup. Coaches may use this document as a simple and quick review of the writing model and genres for the competitions. The Writer s Reference Sheet may not be used during the competition by the students. Students may use a dictionary and/or thesaurus during any level of the Governor s Cup composition competition. 14

17 Focusing Read the task to identify your purpose and audience and the genre of writing you should use. Think about information you may have (personal experiences, current issues, and your knowledge about the topic) that will help you fulfill the purpose in your response to the task and meet the needs of the audience. Prewriting After reading the task and focusing you thinking, begin to plan what you will write. Select and narrow your topic. Focus on your purpose by identifying a central/controlling idea. Identify your audience s needs. Generate and organize your ideas and support. (You may use graphic organizers.) Drafting Write a first draft of your response to the task on paper provided. Revising Be sure to review your writing for the following: Focus and attention to purpose and audience. Development of ideas, details, and support. Clear organization, with transitions as necessary Variety of sentence structure. Writer s Reference Sheet Adopted by KDE for students to prepare for state on-demand writing Do not identify yourself or your school in your competition booklet. Follow the steps below to help you choice, punctuation, capitalization, successfully write your composition. and spelling. Editing Review your writing and correct any errors in sentence structure, word 15 Publishing The final draft of your response must be written in your competition booklet. As you revise, ask yourself these important questions. When I organized my writing, did I include an attention-getting lead (such as a quote, a question, or a statement)? develop the body (with supporting details, transitions, and paragraphs)? conclude effectively (by referring back to the lead, asking the audience to take action, leaving the audience something to think about, etc.)? If it is a letter, have I used the correct letter form (business or friendly)? supported my purpose with details? answered my audience s anticipated questions? If it is an editorial, have I given my opinion? supported my opinion with reasons? given examples, statistics, stories, etc., to support each reason? If it is an article, have I focused on an interesting angle of the topic? supported my purpose with relevant idea development? used text features effectively (sections with headings, bulleted lists, etc.)? If it is a speech, have I met the needs of my audience? supported my purpose with details that will engage the audience? Remember to print or write neatly

18 Student Code # EL MG HS District # Region # COMPOSITION TITLE OR OPENING PHRASE: CONTENT Genre Purpose Audience Awareness Voice Idea Development No characteristics of specified genre. 1 Lacks characteristics of specified genre. 2 3 No focus of specified Lacks focus of specified genre. genre No awareness of Lacks awareness of audience audience for specified for specified genre. genre No voice and/or tone Lacks voice and/or tone for for specified genre. 1 specified genre. 2 3 No idea development for specified genre. Lacks idea development; provides random details for 1 specified genre. 2 3 Attempts to apply some characteristics of the genre Attempts to establish a general purpose Indicates limited awareness of audience s needs Incorrect voice and/or tone Demonstrates limited idea development with few details and/or weak support Applies some characteristics of the genre Attempts to establish and maintain a narrowed purpose, some lapses Indicates some awareness of audience s needs Demonstrate some voice and/or tone Demonstrates some idea development with details/support Applies characteristics of the genre Establishes and maintains an authentic focused purpose throughout Indicates an awareness of audience s needs Conveys voice and/or appropriate tone Demonstrates depth of idea development with specific, sufficient details/support Skillfully applies characteristics of the genre Establishes and maintains an authentic insightful focused purpose throughout Indicates a strong awareness of audience s needs Sustains distinctive voice and/or appropriate tone Demonstrates reflective, analytical and/or insightful idea development The term specified genre is identified in the Governor s Cup writing prompt and applicable to each cell on the score sheet. Please review the Governor s Cup Characteristics of the Genre available at your host site. Feedback: Genre Purpose Audience Awareness Voice Idea Development CONTENT TOTAL STRUCTURE Organization Transition Sentence Structure Demonstrates random organization. Lacks transitional elements Demonstrates incorrect sentence structure throughout Demonstrates ineffective or weak organization Demonstrates limited and/or ineffective transitional elements Demonstrates some ineffective or incorrect sentence structure Demonstrates logical organization with lapses in coherence Demonstrates some effective transitional elements Demonstrates simple sentences; attempts more complex sentences but lacks control of sentence Demonstrates logical, coherent organization Demonstrates logical, effective transitional elements throughout Demonstrates control and variety in sentence structure Demonstrates careful and/or subtle organization that enhances the purpose Demonstrates varied and subtle transitional elements throughout Demonstrates control, variety and complexity in sentence structure to enhance meaning Organization Feedback: Transition Sentence Structure STRUCTURE TOTAL 16

19 COMPOSITION TITLE OR OPENING PHRASE: Student Code # EL MG HS CONVENTIONS Grammar Word Choice Correctness Demonstrates lack of control in grammar and usage Demonstrates incorrect or ineffective word choice Demonstrates lack of control in correctness Demonstrates some control of grammar and usage with some errors that do not interfere with communication Demonstrates simplistic and/or imprecise word choice Demonstrates some control of correctness with some errors that do not interfere with communication Demonstrates control of grammar and usage relative to length and complexity Demonstrates acceptable word choice appropriate for audience and purpose Demonstrates control of correctness relative to length and complexity Demonstrates control of grammar and usage to enhance meaning Demonstrates accurate, rich and/or precise word choice appropriate for audience and purpose Demonstrates control of correctness to enhance communication Feedback: Grammar Word Choice Correctness CONVENTIONS TOTAL OVERALL SCORE Content Structure Conventions TOTAL RANK OF COMPOSITION READER INITIALS Readers: Please do not leave the scoring site until FEEDBACK TO THE STUDENT HAS BEEN COMPLETED AND ranks have been reviewed by the Composition Coordinator. 17

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