Elementary Writing Scale
Level 6:
The writing is focused on the topic, has a
logical organizational pattern (including a beginning, middle, conclusion, and
transitional devices), and has ample development of the supporting ideas. The paper
demonstrates a sense of completeness or wholeness. The writing demonstrates a mature
command of language including precision in word choice. Subject/verb agreement and verb
and noun forms are generally correct. With few exceptions, the sentences are complete,
except when fragments are used purposefully. Various sentence structures are used.
Level 5:
The writing is focused on the topic with
adequate development of the supporting ideas. There is an organizational pattern, although
a few lapses may occur. The paper demonstrates a sense of completeness or wholeness. Word
choice is adequate but may lack precision. Most sentences are complete, although a few
fragments may occur. There may be occasional errors in subject/verb agreement and in
standard forms of verbs and nouns, but not enough to impede communication. The conventions
of punctuation, capitalization, and spelling are generally followed. Various sentence
structures are used.
Level 4:
The writing is generally focused on the topic,
although it may contain some extraneous or loosely related information. An organizational
pattern is evident, although lapses may occur. The paper demonstrates a sense of
completeness or wholeness. In some areas of the response, the supporting ideas may contain
specifics and details, while in other areas, the supporting ideas may not be developed.
Word choice is generally adequate. Knowledge of the conventions of punctuation and
capitalization is demonstrated, and commonly used words are usually spelled correctly.
There has been an attempt to use a variety of sentence structures, although most are
simple constructions.
Level 3:
The writing is generally focused on the topic,
although it may contain some extraneous or loosely related information. Although an
organizational pattern has been attempted and some transitional devices have been used,
lapses may occur. The paper may lack a sense of completeness or wholeness. Some of the
supporting ideas may not be developed with specifics and details. Word choice is adequate
but limited, predictable, and occasionally vague. Knowledge of the conventions of
punctuation and capitalization is demonstrated, and commonly used words are usually
spelled correctly. There has been an attempt to use a variety of sentence structures,
although most are simple constructions.
Level 2:
The writing may be slightly related to the
topic or may offer little relevant information and few supporting ideas or examples. The
writing that is relevant to the topic exhibits little evidence of an organizational
pattern or use of transitional devices. Development of the supporting ideas may be
inadequate or illogical. Word choice may be limited or immature. Frequent errors may occur
in basic punctuation and capitalization, and commonly used words may frequently be
misspelled. The sentence structure may be limited to simple constructions.
Level 1:
The writing may only minimally address the topic because there is little, if any, development of supporting ideas, and unrelated information may be included. The writing that is relevant to the topic does not exhibit an organizational pattern; few, if any, transitional devices are used to signal movement in the text. Supporting ideas may be sparse, and they are usually provided through lists, cliches, and limited or immature word choice. Frequent errors in spelling, capitalization, punctuation, and sentence structure may impede communication. The sentence structure may be limited to simple constructions.
