Pennsylvania Writing
Assessment Domain Scoring Guide
Focus |
Content |
Organization |
Style |
Conventions |
| The single controlling point
made with an awareness of task (mode) about a specific topic. |
The presence of ideas
developed through facts, examples, anecdotes, details, opinions,
statistics, reasons, and/or explanations. |
The order developed and
sustained within and across paragraphs using transitional devices
and including introduction and conclusion. |
The choice, use and
arrangement of words and sentence structures that create tone and
voice. |
Grammar, mechanics, spelling,
usage and sentence formation. |
| |
Focus |
Content |
Organization |
Style |
Conventions |
| 4 |
Sharp, distinct controlling
point made about a single topic with evident awareness of task
(mode). |
Substantial, specific, and/or
illustrative content demonstrating strong development and
sophisticated ideas. |
Sophisticated arrangement of
content with evident and/or subtle transitions. |
Precise, illustrative use of
a variety of words and sentence structures to create consistent
writer's voice and tone appropriate to audience. |
Evident control of grammar,
mechanics, spelling, usage, and sentence formation. |
| 3 |
Apparent point made about a
single topic with sufficient awareness of task (mode). |
Sufficiently developed
content with adequate elaboration or explanation. |
Functional arrangement of
content that sustains a logical order with some evidence of
transitions. |
Generic use of a variety of
words and sentence structures that may or may not create a writer's
voice and tone appropriate to audience. |
Sufficient control of
grammar, mechanics, spelling, usage, and sentence formation. |
| 2 |
No apparent point but
evidence of a specific topic. |
Limited content with
inadequate elaboration or explanation. |
Confused or inconsistent
arrangement of content with or without attempts at transition. |
Limited word choice and
control of sentence structures that inhibit voice and tone. |
Limited control of grammar,
mechanics, spelling, usage and sentence formation. |
| 1 |
Minimal evidence of a topic. |
Superficial and/or minimal
content. |
Minimal control of content
arrangement. |
Minimal variety in word
choice and minimal control of sentence structures. |
Minimal control of grammar,
mechanics, spelling, usage and sentence formation. |
| Non-Scoreable |
Off-Prompt |
| *Is illegible; i.e., includes
so many indecipherable words that no sense can be made of the
response.
*Is incoherent; i.e., words
are legible but syntax is so garbled that responses make no sense.
*Is insufficient; i.e., does
not include enough to assess domains adequately
*Is a blank paper |
*Is readable but did not
respond to the prompt. |
|