This is material from one of the places I worked - it was created over 10 years ago, but I think it is still useful.
Writing Exit Criteria for Each Level
Level 0
Descriptor: Overall Intermittent Writer
General Characterization of Student Writing: can write recognizable
words and phrases, and simple sentences, little cohesion, low accuracy,
difficulty in understanding the message conveyed unless the topic is familiar
to the student.
At the completion of the level the student is able to:
- use basic vocabulary on a small number of different topics
(orthography is often inaccurate)
- construct short simple sentences and answers to questions on general
topics
-fill in simple forms (bank, job application etc.)
- write short simple messages on familiar topics
- write a short personal letter/note expressing one idea (e.g.
requesting information,
congratulating)
- list and organize vocabulary and ideas on a topic and write sentences
or in some cases a paragraph on the
topic
- write appropriate captions for a strip story
- read a peer’s written product and discuss points of interest, ask one
or two relevant questions for further
information or to clarify meaning
Concentration: vocabulary building, development of simple svo sentences
and possibly compound sentences, writing class stories or paragraphs together
on experience charts to exemplify sentence/paragraph structure, introduction of
pre-writing activities to generate ideas and vocabulary (pair/small group
discussion, wh questions)
Possible Project: bulletin board displays
Level 1
Descriptor: Limited Writer
General Characterization of Student Writing: Produces a string of
sentences bearing on the topic with little interest and weak logical structure;
writes with increasing accuracy and comprehensibility, but still with several
grammatical and lexical inaccuracies, some of which impede comprehensibility.
In addition to abilities at the lower level, the student is able on
completion of this level to:
- fill in forms that require more than basic personal information
- recognize the difference in form and style between short written
business and personal communication
- combine two or three simple sentences to express the same idea in one
complex sentence
- use basic sentence structures and vocabulary on a limited number of
topics with ease
- write short notes and messages on general topics clearly and accurately
- write a paragraph with a main idea, topic sentence and conclusion
- write a lead paragraph and headline for a newspaper article using
wh-questions
- write chronological and descriptive single paragraph accounts of a
series of pictures
- provide feedback to peers on the comprehensibility and organization of
their paragraphs
Concentration: the paragraph and development of information for an
audience using description, chronological order, process and stating and
supporting and opinion; focussed work on
the topic sentence and use of specific detail; further development of
pre-writing activities such a free-writing, looping, diagrams; gaining
knowledge of logical connectors and transition words used for particular modes
of development
Level 2
Descriptor: Overall Marginal Writer
General Characterization of the student as a writer: Students should be
able to write a basic paragraph quite comfortable. A message of some length or complexity may
not be fully conveyed and there will be gaps, and deficiencies in treatment.
Presentation is lacking in fluency. There may be poor layout, use of paragraphs
and use of cohesive devices. There is little style or appropriate use of idiom.
A variety of errors in usage, marginal standards in spelling, and punctuation
may be present.
In addition to the abilities outlined at the lower levels, the student
at the end of the term should be able to:
- understand the characteristics of formal vs informal writing
- understand the basic rhetorical patterns but may not employ them
effectively
- write a well organized chronological paragraph
-write to satisfy elementary practical writing needs by communicating
simple facts and ideas but may lack detail
- write simple autobiographical information in essay form (approximately
3 paragraphs)
- write a short review of a book or movie
- provide feedback to peers on the comprehensibility and logical
structure of their writing samples
Concentration: the paragraph, its organization, use of examples and
details to add interest, expanding the use of basic rhetorical patterns (the
addition of comparison/contrast, cause/effect, classification)
Level 3
Descriptor: Modest writer
General Characteristics as a writer:
Although broadly conveying the message, the structure and flow of the
work is somewhat lacking in coherence. It may lack use of effective idiom. The
work may lack interest and style and have some errors in usage. Occasional
awkward constructions and spelling sometimes cause problems, but still allows
the facts to emerge.
In addition to the abilities outlined at earlier levels, the student at
the end of the term should be able to:
- write a well organized and detailed paragraph using a variety of
rhetorical patterns
- write a short, formal report and accompanying business letter
- construct a sequence of three or four paragraphs using a statement of
the main idea and basic supporting ideas
- paraphrase simple sentences
- write short summaries of articles from newspapers or magazines
- take notes on a short talk and produce a summary
- expand on abilities to provide peer feedback, develop skills at
editing their own products
Concentration: development of fluency and interest in use of rhetorical
patterns studied, development of cohesion within paragraphs; expansion to
multiple paragraphs with a basic understanding of the organization of an essay
(introduction with thesis statement, body paragraphs and conclusion).
Level 4
Descriptor: Modest - Competent Writer
Characteristics of the student writer:
The message is broadly conveyed with some gaps and/or redundancies. The
writing flows reasonably well. Format and layout are acceptable with only
occasional inaccuracies and inappropriacies. Transitions are not always smooth.
Usage, spelling and handwriting conform fairly well to accepted norms.
The student is able at the end of the term to perform the tasks
described at the lower levels, demonstrating greater range of vocabulary and
sentence structures . The student has been exposed to the different forms of
essay writing using various rhetorical patterns (e.g. chronological,
descriptive, classification, cause/effect, comparison/contrast) The student is
competent in the use of the process writing method and in addition is able to:
- understand the basic conventions of paraphrasing and quoting sources
- understand the concepts of library research, use of note cards and
referencing in a research paper using
the DALS Style sheet
- write a basic thesis statement and develop the composition accordingly
- form a basic but logical argument which stems from the thesis
statement
- work from a general topic, using brainstorming (networking, linking or
treeing) and organizing ideas into
appropriate rhetorical patterns
- draft, write and edit work that contains few grammatical errors using
a range of sentence structures
- proof read their own and others’ work with a useful degree of accuracy
- produce longer reports and essays and is able to integrate material
from sources into an essay
- write freely on personal preferences, daily routines, everyday events,
and other topics grounded in personal
experiences
Concentration: the essay and practising and then utilizing note taking
skills, paraphrasing and summarizing of material to essays to substantiate
their own arguments
Project: a major research paper
Level 5
Descriptor: Competent Writer
General Characterization of the student’s writing: Message is
effectively conveyed on a suitable scale. Presentation is clear and completely
covers the topic using a logical outline. Layout is clear and the flow is
maintained. The use of cohesive devices is good and the style appropriate.
Grammar, spelling and vocabulary are generally accurate with a minimum of
errors.
The student is able to perform the tasks from earlier levels with a fair
amount of ease. Ability to write thesis statements, essays, outlines, summaries
and paraphrasing from level 040 continue to improve. The student can also:
- compose clear statements of opinion on a broad range of issues
providing detailed support
- write summaries of articles from newspapers and magazines and
differentiate facts from
opinion/interpretation
-write a short formal report
- provide useful feedback for the work of other students with regard to
organization, content and accuracy
Project: Major Research Paper
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The Writing Process
Step 1 - Pre-writing - e.g. brainstorming, free
writing, interviewing, listing, taking notes, observing, questioning, drawing
pictures or diagrams
Step 2 - Writing a first draft - Putting ideas
on paper without worrying about being perfect.
Step 3 - Feedback
Peer Review – Students read each
other’s drafts and exchange ideas or ask questions to help one another improve
the content and organization of the draft. May be useful to provide a checklist
for this.
Teacher Feedback -Draft is read by
teacher who makes suggestions or asks questions.
Step 4 - Revising – Draft is improved with the
addition of ideas and information, and the development of vocabulary and
writing style.
Step 5 - Editing - Writing is checked for
spelling, grammar, punctuation, format and other mechanical problems.
Step 6 - Final Draft – Revised and edited
material is rewritten and handed in for evaluation.
Prewriting
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Writing
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Feedback
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Revising
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Editing
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Final Draft
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Possible cycle of the writing process:
Monday – introduce the topic; brainstorming, begin
first draft
Tuesday – write first draft
Wednesday – peer review
Thursday – focus on grammar and editing, begin writing
final draft
Final draft due following Monday
The time spent completing this process will vary
according to the level and pace of your class.
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Evaluation
Categories
In-class
Assignments and Quizzes:
This category has quite a bit of
weight. It is intended to assess
students’ learning without assistance and feedback from the teacher or others
and without the opportunity to take the writing home to work on. The mark can be broken down into a number of
assignments e.g. 6 quizzes at 5 marks each or 3 @ 10 marks each.
Tasks should be writing tasks e.g. if the
class has learned to write a process composition, one could give an in-class
assignment of the same nature to see if the students have absorbed the concepts
taught and can write a process composition without assistance from the
teacher. The task can be broken down
into steps with marks assigned for each step but the marks for the steps should
reflect the effort and time involved.
For instance, a brainstorming diagram might be 5 marks, an outline 7
marks and the composition itself 25 to 30 marks.
A writing quiz should test writing ability
not reading or understanding of the meta-language.
** One quiz about a week and a half before
each exam is suggested in order to be realistic in the number and length of
tasks given on the midterm and final exams.
Homework
Assignments:
These tasks are those that are produced
through a process that allows students to work on the assignment in class and
also at home. This could be done using a
portfolio concept or each weekly writing assignment could be marked using the
same value and then those marks averaged for the final homework grade.
Exam Guidelines:
1.
Test what you have taught. Also, it is a writing exam. This means that
the majority of the time and marks should be based on writing tasks. Where
possible, especially at the lower levels, include the process in the tasks.
Keep the marks minimal for such things as brainstorming as it is prep for the
writing task.
2.
Read the instructions you have written for the students. Are they clear
and straightforward? “Underline” or “bold” information that could be missed and
is crucial. E.g. Choose one of the following topics.
3. Think carefully about the length of time
required for each task.
4.
Each task on the exam should indicate the marks allotted for it. The
number of marks should be related to the time and knowledge needed to complete
that task.
5. Be fair. Be sure that the students know
your criteria for any marking categories. If they have become familiar with
your criteria as you mark homework, it is useful to use a similar method to
mark the writing tasks on an exam or quiz. This makes it easier to justify your
mark if students come with questions/complaints about the mark they received.
Participation and Progress
It is important to have a system of
tracking class participation e.g. daily notations on the attendance sheet or a
weekly grade for participation.
Attendance is required and not really an indication of participation in
a class. Obviously if they are absent, participation would be 0 for that
day. Progress can be charted through
assignment improvement or a portfolio of materials assessed at the end of the
term. Students can be involved in the
process of assigning this portion of the mark or not as you see fit. The
important issue is that you have evidence to support the grade given.
It is extremely important that you make
decisions with regard to the marking and inform the students at the beginning
of the course. It is not necessary to
mark every composition produced by a student, but it is important that they get
some form of feedback for tasks done and that enough is marked to assist
them to improve and be prepared for
exams/quizzes.
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Peer Review Checklist: Paragraph
Writing
1. Is there a topic sentence?
Topic _____ Focus _____ Grammar _____ One
Sentence _____ Interesting _____
2. Do all of the supporting sentences
support the topic sentence?
(Is there any information that does not
belong in this paragraph?)
3. Are the sentences in logical order?
4. Did the writer include transition words
to guide the reader from one idea to another? I.e.
First of all, secondly, for example, finally, etc.
5. Is the first sentence indented? Is the
paragraph continuous?
6. Are there examples and illustrations to
explain the details more fully?
7. Are there any obvious spelling or grammar
errors?
8. Does each sentence begin with a capital
letter and end with a period?
9. Is there a concluding sentence?
Restates
topic/focus _____ Interesting _____
Peer Review Checklist: Essay Writing
Introduction
- Does the first sentence get the reader’s attention?
- Is there some background/general information related to
the topic?
- Is there a clear thesis statement?
- Does the thesis statement include three main ideas in parallel
form?
Body
- Does each paragraph have a topic sentence and a concluding
sentence?
- Does each paragraph contain only one main idea?
- Is each idea related to the topic of the essay?
- Are the body paragraphs in the same order as the ideas
stated in the thesis?
- Is each main idea developed with a variety of support?
(examples, facts, statistics, etc.)
- Are the body paragraphs in a logical order? (i.e. From
weakest to strongest)
- Are transition words used throughout the body
paragraphs?
- What rhetorical structure is used throughout the essay?
Is it used
correctly?
Conclusion
- Does the paragraph move from the general to the specific?
- Are the main ideas summarized using different words than
appear in the body?
- Does the conclusion end with a memorable or interesting
statement?
Write at least
two comments to help your partner improve his/her essay.
