Primary Traits

Performance Scale

1^st draft (60% of assignment grade)

Performance Scale

2^nd draft (40% of assignment grade)

1.  TASK COMPLETION

• The assignment includes all required components of the task.
• The assignment follows formatting guidelines for layout (headings), spacing, alignment, indentations, etc.

2.  INTRODUCTION

• The introduction includes a full in-text citation (author, article, year)
• The introduction includes a quotation or paraphrase from the source in correct format.
• The response includes a thesis statement with all components (topic, controlling idea, aspects).

3.  TOPIC DEVELOPMENT/ ORGANIZATION

• The type of response is clear (personal experience, application, agree/disagree).
• The response captures the main ideas of the source (article).
• The response includes a topic sentence with topic, controlling idea, aspect.
• The response includes several supporting points and shows development of content and knowledge of subject matter through effective use of topic-related concepts to support argument; sophistication in fluency of expression.
• The response includes a concluding sentence that restates the writer's argument.

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4.  WRITING: Paraphrasing, vocabulary

• The response paraphrases ideas from the source effectively and  appropriately.
• The response shows a broad and fluent range of vocabulary; elaboration and detail achieved through full use of topic-related terms.
• Vocabulary is used concisely and appropriately (formal English); correct use of word forms and word choice.

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5.  WRITING: Discourse, Sentence Structure, Mechanics

• The response shows full control (logical coherence) and excellent use of cohesive devices (key words, pronouns, references, transitions, etc.); presentation of ideas extremely clear and coherent.
• The response shows a full range of sentence patterns (simple, compound, complex), effectively used; error-free sentence-level grammar.
• The response shows correct spelling, capitalization, and punctuation.

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1

Does not use target trait, or writing is illegible or incomprehensible

2

Use of trait is at a functional level, sometimes appropriate use but often not, and lack of control interferes with communication

3

Use of trait is at a developmental level, inconsistent or inappropriate use of trait, and level of control sometimes interferes with communication

4

Few major misuses of trait that rarely interfere with communication but not yet at a fluent level of control

5

Automatic level of performance: few misuses of trait; fluent level of control: meets standard