Writing at Wendell

Features of Effective Writing

Style
Conventions


What We are Currently Working on:

 

 

NEXT:

Highlights--Coming Soon!

Onomatopoeia
These are sound words, such as click, drip, and zip that are spelled the way they sound.
Figurative Language
Using descriptive words to bring a reader into your story. This includes similes, metaphors, and more!
More to Come!
More to Come!

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You will find many forms throughout our webpage in pdf format.
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The week after the Winter Vacation, 2004-2005 4th Graders received
some help with their writing from Mr. Tony Peacock, a talented writer in
North Carolina and a winner of the North Carolina Hollering Competition.

Mr. Peacock
Mr. Peacock working with a student.
Writing
Students working on their personal narratives.
Planning
A student planning his story.
Thinking
A student thinking about her story.

The North Carolina Writing Assessment

We will begin updating this section with new rubrics from the State as we
have the time. Check back regularly for samples, things you can do, and more! Still to come:
sample papers, common errors, and examples of how scores are calculated.

What is Content? | What are Conventions? | Sample Calculations of Scores (new!)

North Carolina Writing Assessment Scoring Model Grades 4, 7, and 10

What is content?

Content refers to the actual ideas from the story. With content we're not so much concerned with spelling, punctuation, grammar, but with the ideas of the writer and whether or not they wrote and interesting story or not. Content will receive a larger score, as this is the focal point in 4th grade. The following rubric will be used to score your child's assessment in March.

Content Rubric:

Passing Score?
Points
Descriptions
Examples
(coming soon)
yes
4
  • Topics/subject is clear, though it may not be explicitly stated
  • Maintains focus on topic/subject throughout the response
  • Organizational structure establishes relationships between and among ideas and/or events
  • Consists of specific, developed details
  • Exhibits skillful use of vocabulary that is precise and purposeful
  • Demonstrates skillful use of sentence fluency
yes
3
  • Topic/subject is generally clear, though it may or many not be explicitly state
  • May exhibit minor lapses in focus on topic/subject
  • Organizational structure establishes relationships between and among ideas and/or events, although minor lapses may be present
  • Support and elaboration may have minor weaknesses in relatedness to and support of the topic/subject
  • Consists of some specific details
  • Exhibits reasonable use of vocabulary that is precise and purposeful
  • Demonstrates reasonable use of sentence fluency
no
2
  • Topic/subject may be vague
  • May lose or may exhibit lapses in focus on topic/subject
  • Organizational structure may establish little relationship between and among ideas and/or events
  • May have major lapses in the logical progression of ideas and/or events and is minimally complete
  • Support and elaboration may have major weaknesses in relatedness to and support of the subject
  • Consists of general and/or undeveloped details, which may be presented in a list-like fashion
  • Exhibits minimal use of vocabulary that is precise and purposeful
  • Demonstrates minimal use of sentence fluency
no
1
  • Topic/subject is unclear or confusing
  • May fail to establish focus on topic/subject
  • Organizational structure may not establish connection between and among ideas and/or events
  • May consists of ideas and/or events that are presented in random fashion and is incomplete or confusing
  • Support and elaboration attempts to support the topic/subject but may be unrelated or confusing
  • Consists of sparse details
  • Lacks use of vocabulary that is precise and purposeful
  • May not demonstrate sentence fluency
Sample 1 | Sample 2
no
NS (no score)
  • This code may be used for compositions that are entirely illegible or otherwise unscorable: blank responses, responses written in a foreign language, restatements of the prompt, and responses that are off-topic or incoherent
Sample 1 | Sample 2

 

What are Conventions?

Conventions refers to the 'bones' of a story, or the actual mechanical part of the story. This is when we refer to spelling, grammar, and punctuation. While important, you can see in the rubric below, it does not count toward the final assessment score as much as Content.

Conventions Rubric:

Points
Descriptions
2
  • Exhibits reasonable control of grammatical conventions appropriate to the writing task
  • Exhibits reasonable control of sentence formation
  • Exhibits reasonable control of standard usage including agreement, tense, and case
  • Exhibits reasonable control of mechanics including use of capitalization, punctuation, and spelling
1
  • Exhibits minimal control of grammatical conventions appropriate to the writing task
  • Exhibits minimal control of sentence formation
  • Exhibits minimal control of standard usage including agreement, tense, and case
  • Exhibits minimal control of mechanics including use of capitalization, punctuation, and spelling
0
  • Lacks control of grammatical conventions appropriate to the writing task
  • Lacks control of sentence formation
  • Lacks control of standard usage including agreement, tense, and case
  • Lacks control of mechanics including use of capitalization, punctuation, and spelling

Sample Calculations of Scores

So, from these two things, Content and Mechanics, how does my child receive a 4, 3, 2, or 1?

Both Content and Conventions are used to calculater the final score. Look at these sample scores below to see how scores are calculated.

Example 1:

Scorer:
Content
Conventions

1

2

2

2
3
2

1. In the above example, two people will score a sample. Scorer 1 read the story and gave it a 2 in content. Scorer 1 also gave it a 2 in Conventions.


2. Scorer 2 gave the story a 3 in content and a 2 in conventions.


3. Now:

We double the two content scores:

Scorer 1 (2 x 2) =

Scorer 2 (3 x 2)=

4

6
We add the conventions scores

Scorer 1 = 2

Scorer 2 = 2
2 + 2= 4
We add the doubled content scores to the sum of the conventions
4 + 6 + 4=
14
We check our total points to the NC Achievement Level Chart (see below)
14 falls in the Level III total score range of 12-16

final score:

Level III

 

NC Writing Achievement Levels
*level I and II is not passing
total score range
Level I
click to read a sample Level I
4-7
(sample received a 6)
Level II
click to read a sample Level II
8-11
(sample received a 10)
Level III
click to read a sample Level III
12-16
(sample received a 16)
Level IV
17-20

 

 

Common Myths Regarding the Writing Assessment
 (taken from NC DPI, August 2002)

Myths
Facts
1. The prompt must be restated at the beginning of the story and at the end of the story. There is no requirement that the prompt be restated at all.
2. There must be figurative language int he story (e.g. similes, metaphors, onomatopoeia) Many high scoring papers do not have any figurative language. Students often misuse similes, metaphors, and onomatopoeia. This actually detracts from the unity of the story.
3. Every story must have some dialogue There are many high scoring papers that have no dialogue.
4. All the lines must be filled. There is no required length for the story. Some one-page stories score "4s."
5. Stories with vivid vocabulary receive higher scores, even if the words do not make sense in the context of the story. Using words incorrectly or inappropriately detracts from the unity of the story
Check Back for More Regarding the Writing Assessment!!

Ways You Can Help Your Child


Download the Onomotopoeia Word List
This list of words can be used by your child
when describing sounds. As with anything, these words should
not be overused. If a story warrants the use of a word, they can
be used. This is just another type of elaboration.
Discuss, Discuss, Discuss

By simply talking with your child, you expose them to vocabulary and reasons to use vocabulary. Try to make them use better words to express themselves instead of el cheapo words like "good, bad, mean"
Allow your child to keep a journal/diary

Yes--journals are for everyone! Even boys. Encourage your child to keep one, writing in it a few times a week. Tell them to keep their thoughts and feelings in it. DO NOT 'PEEK' at their journal. Your child needs a safe, undiscovered place to record their feelings.

Click Here for a good how-to on journaling
(good parenting tips for child and for you!)

Read this Level III Story (new-1/2005)

The prompt in this story was to discuss a time you lost something. As you read, notice how the author sets the story in motion with a good beginning (There I was...), supports what he/she loses with good details, then concludes his/her story at the end.