Grade 8 English Language Arts Writing Assignment 2020-2021 Scoring Guide

Content Organization Sentence Structure Vocabulary Conventions

When marking Content appropriate for the Grade 8 When marking Organization appropriate for the Grade When marking Sentence Structure appropriate for the When marking Vocabulary appropriate for the Grade When marking Conventions appropriate for the Grade
Writing Assignment, the marker should consider how 8 Writing Assignment, the marker should consider Grade 8 Writing Assignment, the marker should 8 Writing Assignment, the marker should consider the 8 Writing Assignment, the marker should consider the
effectively the student: how effectively the writing demonstrates: consider the extent to which ● accuracy of the words and expressions extent to which the student has control of:
● explores the topic ● focus ● sentence structure is controlled ● effectiveness of the words and expressions ● mechanics (spelling, punctuation,
● establishes a purpose ● coherent development ● sentence type and sentence length are ● appropriateness and effectiveness of the capitalization, indentation for new speakers,
Focus ● presents idea ● connections between events and/or details effective and varied voice/tone created by the students etc.) and usage (subject-verb agreement,
● supports the response ● closure ● sentence beginnings are varied pronoun-antecedent agreement etc.)
● considers the reader Proportion of error to length and complexity of ● clarity and flow of the response
Proportion of error to length and complexity of response must be considered. Proportion of error to length and complexity of
response must be considered. 4.1 4.2 response must be considered​.
2.1 2.2 2.4 3.1 3.3 4.1 4.3 3.1 3.3 4.1 4.3 4.1 4.2 4.2

● The student’s exploration of the topic is ● The introduction is engaging and establishes a ● Sentence structure is effectively and consistently ● Words and expressions are used accurately and ● The quality of the writing is essentially error-free.
convincing and/or imaginative. focus that is sustained. controlled. deliberately. ● Any errors that are present do not reduce clarity
● The student’s purpose is precise. ● Events and/or details are developed in a ● Sentence type and length are effective and varied. ● Precise words and expressions show intentional or flow of the response.
Excellent ● The ideas presented by the student are perceptive. comprehensive order, and coherence is ● Sentence beginnings are consistently varied. selection for effect.
E ● Supporting details are precise and/or unique.
● The writing is creative and holds the reader’s
maintained.
● Transitions clearly connect events and/or details
● The voice/tone created by the student is
convincing.
interest between paragraphs.
● Closure is effective and related to the focus.
● The student’s exploration of the topic is plausible. ● The introduction is interesting and establishes a ● Sentence structure is consistently controlled. ● Words and expressions are often used accurately. ● The quality of the writing is sustained because it
● The student’s purpose is intentional. focus that is sustained. ● Sentence type and length are usually effective and ● Specific words and expressions show some contains only minor convention errors.
Proficient ● The ideas presented by the student are deliberate. ● Events and/or details are developed in a sensible varied. evidence of careful selection for effect. ● Any errors that are present rarely reduce clarity or
● Supporting details are specific. order, and coherence is generally maintained. ● Sentence beginnings are often varied. ● The voice/tone created by the student is genuine. interrupt the flow of the response.
Pf ● The writing is purposeful and draws the reader’s ● Transitions generally connect events and/or
interest. details.
● Closure is appropriate and related to the focus.
● The student’s exploration of the topic is logical. ● The introduction is appropriate and establishes a ● Sentence structure is generally controlled, but ● Words and expressions are generally used ● The quality of the writing is sustained through
● The student’s purpose is appropriate. focus that is generally sustained. lapses may occasionally impede meaning. appropriately. generally correct use of conventions.
● The ideas presented by the student are logical. ● Events and/or details are developed in a clear ● Sentence type and length are sometimes effective ● General words and expressions are used ● Errors occasionally reduce clarity and sometimes
Satisfactory ● Supporting details are general. order, although coherence may falter and/or varied. adequately to clarify meaning. disrupt the flow of the response.
● The writing is straightforward and occasionally occasionally. ● Some variety of sentence beginnings is evident. ● The voice/tone created by the student is apparent
S appeals to the reader’s interest. ● Transitions tend to be mechanical and are but may be inconsistent.
generally used to connect events and/or details.
● Closure is related to the focus and is mechanical
and/or moralistic.
● The student’s exploration of the topic is ● The introduction is not functional; any focus ● Sentence structure often lacks control, and this ● Words and expressions are often used misused. ● The quality of the writing is weakened by the
simplistic. established provides little direction. may impede meaning. ● Words and expressions are used imprecisely and frequently incorrect use of conventions.
Limited ● The student’s purpose is vague. ● The development of events and/or details is ● Sentence type and sentence length are seldom obscure meaning. ● Errors blur clarity and/or interrupt the flow of the
● The ideas presented by the student are superficial. disorganized, and coherence falters frequently. effective and/or awkward. ● The voice/tone created by the student is not response.
L ● Supporting details are ambiguous. ● Transitions are lacking and/or ineffectively used ● There is little variety of sentence beginnings. clearly established.
● The writing is incomplete and does not appeal to to connect events and/or details.
the reader’s interest. ● Closure is abrupt or unrelated to the focus.
● The student’s exploration of the topic is minimal. ● The introduction, if present, is ineffective. ● Sentence structure generally lacks control and this ● Words and expressions are generally used ● The quality of the writing is weakened by the
● The student’s purpose is inadequate. ● The development of events and/or details is often impedes meaning. inaccurately. consistently incorrect use of conventions.
Poor ● The ideas presented by the student are uncertain. ● There is essentially no variation in sentence type ● Words and expressions are used imprecisely and ● Errors severely reduce clarity and/or impede the
underdeveloped. ● Transitions are ineffective or missing. or length. fail to clarify meaning. flow of the response.
P ● Supporting details are irrelevant. ● Closure is ineffective or missing. ● There is essentially no variety of sentence ● The voice/tone created by the student is not
● The writing is confusing and does not interest the beginnings. evident.
reader.
 Content _____________ x 2
The marker can discern no evidence of an attempt to address the task presented in the assignment, or the Organization _____________ x 2
Insufficient
student has written so little that it is not possible to assess ​Content​.
Sentence Structure _____________ x 1
INS Vocabulary _____________ x 1
Conventions _____________ x 1