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RMEAP Fall 2010 Grade 4 Narrative Writing Scoring Guides for Ideas,

Organization, Style, and Conventions

RMEAP Fall 2010 Grade 4 Narrative Writing

Ideas Scoring Guide

Writing - Grade 4 Released Items Fall 2010

MDE/MEAP RELEASED ITEMS 2

Mic

hig

an

Ed

uca

tio

nal

Ass

ess

men

t P

rog

ram

An

aly

tic

Ru

bri

c N

arr

ati

ve W

riti

ng

Gra

des

4 a

nd

7

01

23

Ideas

(po

ints

do

ub

led

)

Idea

s ar

e not

focu

sed o

n t

he

task

and/o

r ar

e undev

eloped

.

Tel

ls a

sto

ry w

ith idea

s th

at

are

min

imal

ly f

ocu

sed o

n

the

topic

and d

evel

oped

w

ith lim

ited

and/o

r gen

eral

det

ails

.

Tel

ls a

sto

ry w

ith idea

s th

at

are

som

ewhat

focu

sed o

n

the

topic

and a

re d

evel

oped

w

ith a

mix

of

spec

ific

and/o

rgen

eral

det

ails

.

Tel

ls a

sto

ry w

ith idea

s th

at a

re

clea

rly

focu

sed o

n t

he

topic

and

are

thoro

ughly

dev

eloped

with

spec

ific

, re

leva

nt

det

ails

.

Org

an

izati

on

No o

rgan

izat

ion

evid

ent.

Org

aniz

atio

n

and

connec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

wea

k.

Org

aniz

atio

n a

nd

connec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

logic

ally

se

quen

ced.

Org

aniz

atio

n a

nd c

onnec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

clea

r an

d logic

ally

seq

uen

ced.

Sty

le

Inef

fect

ive

use

of

languag

e fo

r th

e w

rite

r's

purp

ose

an

d a

udie

nce

.

Lim

ited

use

of

languag

e,

incl

udin

g lac

k of

variet

y in

w

ord

choic

e an

d s

ente

nce

s,

may

hin

der

support

for

the

write

r's

purp

ose

and

audie

nce

.

Adeq

uat

e co

mm

and o

f la

nguag

e, incl

udin

g

effe

ctiv

e w

ord

choic

e an

d

clea

r se

nte

nce

s, s

upport

s th

e w

rite

r's

purp

ose

and

audie

nce

.

Com

man

d o

f la

nguag

e, incl

udin

gef

fect

ive

and c

om

pel

ling w

ord

ch

oic

e an

d v

arie

d s

ente

nce

st

ruct

ure

, cl

early

support

s th

e w

rite

r's

purp

ose

and a

udie

nce

.

Co

nven

tio

ns

Inef

fect

ive

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h*

for

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion.

Lim

ited

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Adeq

uat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Consi

sten

t, a

ppro

priat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

sp

ellin

g,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

C

Bla

nk

Any

conditio

n c

ode

will

res

ult in a

sco

re o

f 0 f

or

all tr

aits

.

B

Ille

gib

le o

r w

ritt

en in a

lan

guag

e oth

er t

han

Englis

h

D

In

suff

icie

nt

to r

ate

* S

tandar

d E

nglis

h is

the

form

of Englis

h m

ost

wid

ely

acce

pte

d for

writing in s

chools

.

A

Off

-topic

1/2

4/1

1





NancyS

Text Box

ANCHOR PAPER 1 Score Point: 0 There is evidence that the student read the prompt and responded to it, but the idea presented in the response (when I tried to type with my eyes closed) is not developed.



NancyS

Text Box

ANCHOR PAPER 2 Score Point: 1 This response focuses minimally on the topic of trying something new. One example (a rubber band gun) is given but not developed beyond very limited detail (at a friend's house, not loaded, fun).



NancyS

Text Box

ANCHOR PAPER 3 Score Point: 1 This narrative is a short conversation. The story is developed with minimal detail (Dad asked, I said, “no!”, “Come on, No,” ok”, I never rode).



NancyS

Text Box

ANCHOR PAPER 4 Score Point: 1 This is a longer response, but the ideas are vague and minimally focused on the topic (showing a pig). Details are sparse. It is repetitive, and in places there are gaps in the development of the story.



NancyS

Text Box

ANCHOR PAPER 5 Score Point: 2 This is a basic response in both focus and development. The amount of detail given about eating meatloaf is adequate for a Score Point 2.



NancyS

Text Box

ANCHOR PAPER 6 Score Point: 2 This somewhat shorter narrative is adequately focused on eating oatmeal with strawberries and is developed with some specific details.



NancyS

Text Box

ANCHOR PAPER 7 Score Point: 2 This response tells a story with ideas that are a mix of specific (… quarter pipe that was 7 feet tall.) and general details (I fell down and I got up).



NancyS

Text Box

ANCHOR PAPER 8 Score Point: 2 Although this response contains adequate detail, the development of ideas is uneven. The first paragraph, while developed in great detail, does not advance the story at the same pace as the last paragraph in which events happen rapidly and rush to an unclear conclusion (I said “I cannot sing.” So my mom took me home and she said I will be your teacher for singing).



NancyS

Text Box

ANCHOR PAPER 9 Score Point: 3 This response is clearly focused throughout on the writer's apprehension about eating Spanish rice. The story is well-developed with specific relevant details.



NancyS

Text Box

ANCHOR PAPER 10 Score Point: 3 This story is clearly focused in the sister's first roller coaster ride and developed with specific relevant details from beginning to end.

Anchor Paper 1 Anchor Paper 6

Ideas 0 Ideas 2Organization 0 Organization 3Style 0 Style 3Conventions 1 Conventions 3












Organization Scoring Guide

Mic

hig

an

Ed

uca

tio

nal

Ass

ess

men

t P

rog

ram

An

aly

tic

Ru

bri

c N

arr

ati

ve W

riti

ng

Gra

des

4 a

nd

7

01

23

Ideas

(po

ints

do

ub

led

)

Idea

s ar

e not

focu

sed o

n t

he

task

and/o

r ar

e undev

eloped

.

Tel

ls a

sto

ry w

ith idea

s th

at

are

min

imal

ly f

ocu

sed o

n

the

topic

and d

evel

oped

w

ith lim

ited

and/o

r gen

eral

det

ails

.

Tel

ls a

sto

ry w

ith idea

s th

at

are

som

ewhat

focu

sed o

n

the

topic

and a

re d

evel

oped

w

ith a

mix

of

spec

ific

and/o

rgen

eral

det

ails

.

Tel

ls a

sto

ry w

ith idea

s th

at a

re

clea

rly

focu

sed o

n t

he

topic

and

are

thoro

ughly

dev

eloped

with

spec

ific

, re

leva

nt

det

ails

.

Org

an

izati

on

No o

rgan

izat

ion

evid

ent.

Org

aniz

atio

n

and

connec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

wea

k.

Org

aniz

atio

n a

nd

connec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

logic

ally

se

quen

ced.

Org

aniz

atio

n a

nd c

onnec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

clea

r an

d logic

ally

seq

uen

ced.

Sty

le

Inef

fect

ive

use

of

languag

e fo

r th

e w

rite

r's

purp

ose

an

d a

udie

nce

.

Lim

ited

use

of

languag

e,

incl

udin

g lac

k of

variet

y in

w

ord

choic

e an

d s

ente

nce

s,

may

hin

der

support

for

the

write

r's

purp

ose

and

audie

nce

.

Adeq

uat

e co

mm

and o

f la

nguag

e, incl

udin

g

effe

ctiv

e w

ord

choic

e an

d

clea

r se

nte

nce

s, s

upport

s th

e w

rite

r's

purp

ose

and

audie

nce

.

Com

man

d o

f la

nguag

e, incl

udin

gef

fect

ive

and c

om

pel

ling w

ord

ch

oic

e an

d v

arie

d s

ente

nce

st

ruct

ure

, cl

early

support

s th

e w

rite

r's

purp

ose

and a

udie

nce

.

Co

nven

tio

ns

Inef

fect

ive

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h*

for

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion.

Lim

ited

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Adeq

uat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Consi

sten

t, a

ppro

priat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

sp

ellin

g,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

C

Bla

nk

Any

conditio

n c

ode

will

res

ult in a

sco

re o

f 0 f

or

all tr

aits

.

B

Ille

gib

le o

r w

ritt

en in a

lan

guag

e oth

er t

han

Englis

h

D

In

suff

icie

nt

to r

ate

* S

tandar

d E

nglis

h is

the

form

of Englis

h m

ost

wid

ely

acce

pte

d for

writing in s

chools

.

A

Off

-topic

1/2

4/1

1





NancyS

Text Box

ANCHOR PAPER 1 Score Point: 0 The sentences in this response are basically in random order. They could be rearranged in any order without affecting the meaning.



NancyS

Text Box

ANCHOR PAPER 2 Score Point: 1 The organization of this response is very weak. The ideas do flow from one to the next, but only using one basic transition (it).



NancyS

Text Box

ANCHOR PAPER 3 Score Point: 1 This response uses different transitions (once upon a time, of two years ago, so, so) that indicate a sequence of events, but these are weak transitions in a relatively short story.



NancyS

Text Box

ANCHOR PAPER 4 Score Point: 1 The organization of this response is weak. The ideas and events are not in sequential order. The story begins (when I was about 3 years old), then moves to a later time (when I was older), then to present time (I do not like mushrooms, this year, that night at dinner), to the future (I hope next year), back to the past (I learned), and finally to the present (I love mushrooms now).



NancyS

Text Box

ANCHOR PAPER 5 Score point: 1 The organization of this story is provided by numbering the events (First…Second…Third). However, this logical sequence is not sustained (When I was four…now I was seven) as the writer drifts from the story line. The writer does return to the story line, but the flow of the rather short story has been interrupted.



NancyS

Text Box

ANCHOR PAPER 6 Score Point: 2 The organization of this response is adequate. In the story, the ideas flow from one to the next. Pronouns and antecedents (We…my mom, brother and nana, I…my dad, the rest of the crew) and other transitions (so, when, that's) are used to connect ideas.



NancyS

Text Box

ANCHOR PAPER 7 Score Point: 2 The dialogue in this response provides the sequence and the progression of ideas, and gives the story organization.



NancyS

Text Box

ANCHOR PAPER 8 Score Point: 2 This narrative is generally written in sequence with one event following after another. However, some events jump quickly and lack transitions (one leg at a time. I noticed that I had the butterflies).



NancyS

Text Box

ANCHOR PAPER 9 Score Point: 3 Dialogue, for the most part, provides the sequence for this story. The progression of ideas and the connections between ideas are completely clear and logical.



NancyS

Text Box

ANCHOR PAPER 10 Score Point: 3 In this response, a variety of sophisticated transitions, such as repeating words from paragraph to paragraph ( Spanish rice…Spanish rice, ingredients…ingredients, salad…salad) and other transitional words and phrases (Then, keep on saying, After staring at the rice, So, After) provide smooth connections between ideas and a clear logical sequence to the events of the story.


Style Scoring Guide

Mic

hig

an

Ed

uca

tio

nal

Ass

ess

men

t P

rog

ram

An

aly

tic

Ru

bri

c N

arr

ati

ve W

riti

ng

Gra

des

4 a

nd

7

01

23

Ideas

(po

ints

do

ub

led

)

Idea

s ar

e not

focu

sed o

n t

he

task

and/o

r ar

e undev

eloped

.

Tel

ls a

sto

ry w

ith idea

s th

at

are

min

imal

ly f

ocu

sed o

n

the

topic

and d

evel

oped

w

ith lim

ited

and/o

r gen

eral

det

ails

.

Tel

ls a

sto

ry w

ith idea

s th

at

are

som

ewhat

focu

sed o

n

the

topic

and a

re d

evel

oped

w

ith a

mix

of

spec

ific

and/o

rgen

eral

det

ails

.

Tel

ls a

sto

ry w

ith idea

s th

at a

re

clea

rly

focu

sed o

n t

he

topic

and

are

thoro

ughly

dev

eloped

with

spec

ific

, re

leva

nt

det

ails

.

Org

an

izati

on

No o

rgan

izat

ion

evid

ent.

Org

aniz

atio

n

and

connec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

wea

k.

Org

aniz

atio

n a

nd

connec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

logic

ally

se

quen

ced.

Org

aniz

atio

n a

nd c

onnec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

clea

r an

d logic

ally

seq

uen

ced.

Sty

le

Inef

fect

ive

use

of

languag

e fo

r th

e w

rite

r's

purp

ose

an

d a

udie

nce

.

Lim

ited

use

of

languag

e,

incl

udin

g lac

k of

variet

y in

w

ord

choic

e an

d s

ente

nce

s,

may

hin

der

support

for

the

write

r's

purp

ose

and

audie

nce

.

Adeq

uat

e co

mm

and o

f la

nguag

e, incl

udin

g

effe

ctiv

e w

ord

choic

e an

d

clea

r se

nte

nce

s, s

upport

s th

e w

rite

r's

purp

ose

and

audie

nce

.

Com

man

d o

f la

nguag

e, incl

udin

gef

fect

ive

and c

om

pel

ling w

ord

ch

oic

e an

d v

arie

d s

ente

nce

st

ruct

ure

, cl

early

support

s th

e w

rite

r's

purp

ose

and a

udie

nce

.

Co

nven

tio

ns

Inef

fect

ive

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h*

for

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion.

Lim

ited

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Adeq

uat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Consi

sten

t, a

ppro

priat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

sp

ellin

g,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

C

Bla

nk

Any

conditio

n c

ode

will

res

ult in a

sco

re o

f 0 f

or

all tr

aits

.

B

Ille

gib

le o

r w

ritt

en in a

lan

guag

e oth

er t

han

Englis

h

D

In

suff

icie

nt

to r

ate

* S

tandar

d E

nglis

h is

the

form

of Englis

h m

ost

wid

ely

acce

pte

d for

writing in s

chools

.

A

Off

-topic

1/2

4/1

1





NancyS

Text Box

ANCHOR PAPER 1 Score Point: 0 This very short response does not reflect an effective use of language to tell a story.



NancyS

Text Box

ANCHOR PAPER 2 Score Point: 0 The use of language in this response is ineffective for the writer's purpose which is to tell a story.



NancyS

Text Box

ANCHOR PAPER 3 Score Point: 1 This response reflects a limited use of language. There is some, but not much, variety in syntax, and the word choices are basic.



NancyS

Text Box

ANCHOR PAPER 4 Score Point: 1 Although this response is longer, it lacks variety in syntax. There is an abundance of short, choppy, simple sentences, most of which begin the same way (She…She…). Word choices are basic and lack variety.



NancyS

Text Box

ANCHOR PAPER 5 Score Point: 1 This response shows a limited use of language. The sentences have little variety; many of them begin with the same word (Then…). Word choices are immature.



NancyS

Text Box

ANCHOR PAPER 6 Score Point: 2 Vocabulary and syntax in this story show adequate command of language. Accurate word choices help establish voice. A variety of sentences and transitions support the writer's purpose effectively.



NancyS

Text Box

ANCHOR PAPER 7 Score Point: 2 This very short response has variety in syntax and precise word choices indicating an adequate command of language.



NancyS

Text Box

ANCHOR PAPER 8 Score Point: 2 Overall, this response demonstrates an adequate command of language. Although many sentences are short, there is some variety. Word choice (Ah…yah, Again, again, again) and punctuation (!!!) provide voice and support writer's purpose.



NancyS

Text Box

ANCHOR PAPER 9 Score Point: 3 This response illustrates clear consistent style with varied, complex sentences and precise word choices. It is fluent, has voice, and the use of mechanics (REALLY, smaller….) demonstrates a sophisticated command of language.



NancyS

Text Box

ANCHOR PAPER 10 Score Point: 3 This paper has clear consistent style. It has compelling word choices, vivid imagery, and is fluent. It shows a clear and effective command of language.

RMEAP Fall 2010 Grade 4 Narrative Writing Conventions Scoring Guide

Mic

hig

an

Ed

uca

tio

nal

Ass

ess

men

t P

rog

ram

An

aly

tic

Ru

bri

c N

arr

ati

ve W

riti

ng

Gra

des

4 a

nd

7

01

23

Ideas

(po

ints

do

ub

led

)

Idea

s ar

e not

focu

sed o

n t

he

task

and/o

r ar

e undev

eloped

.

Tel

ls a

sto

ry w

ith idea

s th

at

are

min

imal

ly f

ocu

sed o

n

the

topic

and d

evel

oped

w

ith lim

ited

and/o

r gen

eral

det

ails

.

Tel

ls a

sto

ry w

ith idea

s th

at

are

som

ewhat

focu

sed o

n

the

topic

and a

re d

evel

oped

w

ith a

mix

of

spec

ific

and/o

rgen

eral

det

ails

.

Tel

ls a

sto

ry w

ith idea

s th

at a

re

clea

rly

focu

sed o

n t

he

topic

and

are

thoro

ughly

dev

eloped

with

spec

ific

, re

leva

nt

det

ails

.

Org

an

izati

on

No o

rgan

izat

ion

evid

ent.

Org

aniz

atio

n

and

connec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

wea

k.

Org

aniz

atio

n a

nd

connec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

logic

ally

se

quen

ced.

Org

aniz

atio

n a

nd c

onnec

tions

bet

wee

n idea

s an

d/o

r ev

ents

are

clea

r an

d logic

ally

seq

uen

ced.

Sty

le

Inef

fect

ive

use

of

languag

e fo

r th

e w

rite

r's

purp

ose

an

d a

udie

nce

.

Lim

ited

use

of

languag

e,

incl

udin

g lac

k of

variet

y in

w

ord

choic

e an

d s

ente

nce

s,

may

hin

der

support

for

the

write

r's

purp

ose

and

audie

nce

.

Adeq

uat

e co

mm

and o

f la

nguag

e, incl

udin

g

effe

ctiv

e w

ord

choic

e an

d

clea

r se

nte

nce

s, s

upport

s th

e w

rite

r's

purp

ose

and

audie

nce

.

Com

man

d o

f la

nguag

e, incl

udin

gef

fect

ive

and c

om

pel

ling w

ord

ch

oic

e an

d v

arie

d s

ente

nce

st

ruct

ure

, cl

early

support

s th

e w

rite

r's

purp

ose

and a

udie

nce

.

Co

nven

tio

ns

Inef

fect

ive

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h*

for

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion.

Lim

ited

use

of

conve

ntions

of

Sta

ndar

d E

nglis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Adeq

uat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

spel

ling,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

Consi

sten

t, a

ppro

priat

e use

of

conve

ntions

of

Sta

ndar

d

Englis

h* f

or

gra

mm

ar,

usa

ge,

sp

ellin

g,

capital

izat

ion,

and

punct

uat

ion f

or

the

gra

de

leve

l.

C

Bla

nk

Any

conditio

n c

ode

will

res

ult in a

sco

re o

f 0 f

or

all tr

aits

.

B

Ille

gib

le o

r w

ritt

en in a

lan

guag

e oth

er t

han

Englis

h

D

In

suff

icie

nt

to r

ate

* S

tandar

d E

nglis

h is

the

form

of Englis

h m

ost

wid

ely

acce

pte

d for

writing in s

chools

.

A

Off

-topic

1/2

4/1

1





NancyS

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ANCHOR PAPER 1 Score Point: 0 Conventions of Standard English are not used in this response. The large number of spelling errors (trod, feste) and the lack of punctuation make it very difficult to read.



NancyS

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ANCHOR PAPER 2 Score Point: 1 This response demonstrates a limited use of language. It contains errors in spelling (did'nt, hasked) and capitalization. It also lacks punctuation resulting in one long run-on sentence without a period at its end.



NancyS

Text Box

ANCHOR PAPER 3 Score Point: 1 This response shows a limited use of conventions. It is short and has several misspellings (gust, lick) of basic words. There are also errors in syntax (light felt like 5 pounds) and in punctuation.



NancyS

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ANCHOR PAPER 4 Score Point: 1 This response shows a limited use of conventions. There are spelling errors (luaer, tried), run-on sentences, and punctuation errors, all of which hinder the effectiveness of the writer in telling the story.



NancyS

Text Box

ANCHOR PAPER 5 Score Point: 2 This short response is an example of the adequate use of grade-level conventions, including grammar, usage, spelling, capitalization, and punctuation. The few errors do not interfere with meaning.



NancyS

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ANCHOR PAPER 6 Score Point: 2 This longer response shows an adequate use of conventions for the grade level. The few spelling errors of basic words do not interfere with meaning.



NancyS

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ANCHOR PAPER 7 Score Point: 2 This response reflects an adequate use of conventions for the grade level. Errors in spelling (on, coold, evry) and punctuation do not interfere with the paper's meaning.



NancyS

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ANCHOR PAPER 8 Score Point: 2 While this lengthy response includes some spelling errors (stoped, tried), tense shifts, and sentence fragments, overall the writer demonstrates an adequate use of conventions for spelling, grammar, capitalization, and punctuation.



NancyS

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ANCHOR PAPER 9 Score Point: 3 This somewhat shorter response uses conventions consistently and appropriately throughout, including punctuation of dialogue, capitalization, commas, and contractions. The few errors (whats, your) do not outweigh the overall consistency of this writer's conventions.



NancyS

Text Box

ANCHOR PAPER 10 Score Point: 3 Although there are some errors in this response, in the spelling of basic words (tord, lauged), in punctuation (a, omitted), in words omitted (of a), and sentence level errors, the length of the paper allows ample opportunity for consistent, appropriate use of conventions. The successful use of sophisticated conventions (“ “ and !) shows a higher level of competence.

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