Grade 7
Annotation Papers
Expository Prompt:
Write a multi-paragraph letter to a person from 100
years ago explaining what it is like to be someone your age
in the year 200
7
.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
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Grade: 7 Year: 2002
Mode:
Annotation:
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Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
2
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
The writer generally shows an inadequate ability to explain
effectively.
Right out of the chute the inconsistent
focus
confused; first it
was fun being a kid and then it wasn’t. The vague
introduction
noted the differences between “
13 yearolds”
and adults, but
the rest of the letter attempted to discuss assorted good and
bad changes: “
tecknology has increased by alot… the bad
thing is the population has increased.”
These
reasons
were minimally elaborated (“
like computers, TV, boats, and
cars”
) with
details
, thus the
message
was simplistic. There was
an outline-like attempt at an organizational
body
and the paper
simply ended with a very weak
closing
: “
One last thing…” thus
bringing up a new idea rather than drawing the piece together.
Transitions
bounced between basic conjunctives and telling
phrases:
And, so, but, “The one/another/last thing…”,
“Though there…”
Word choice
was limited and repetitious:
“…I don’t like is the cost of everything. It is to much…”
Sentences
varied a little.
Voice
fluctuated on commitment
but did show some risk taking and a person behind the words.
Preponderance of grades 3-5 GLEs in conventions have yet to be
met but the meaning could be inferred.
Usage
had homophone
(your for you’re) and missing verb problems.
Spelling
errors
were present (
privlages, yearold, teknolgy, vilont
), but
the meaning was not lost.
Capitalization
was mostly correct.
Paragraphs
were present and consistent but could have better
managed the text.
Punctuation
had repeated problems with
contractions and a missing end mark.
This paper has not yet met the district’s performance
standard.
027EA10a
Expository
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
200
1
.
(original prompt was 2001)
Content
RA. Topic
generally
focused
throughout (2)
RB. Reasons connected; does
not support the thesis
(2)
RC. Evidence connected; does
not support the reasons;
implied
(2)
RD. Message
present
; simplistic;
flawed;
needs interpretation
(2)
Organization
RA. Introduction missing;
no direction
(1+)
RB. Middle
loosely patterned
; outline-like (2)
RC. Transitions
telling/sequencing
connections
(2+/3-)
RD. Conclusion
missing
; restates topic; text
abruptly
ends (1)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3-)
RB. Word Choice
limited
; does
not
enhance
; thesaurus overload,
passive
verbs (2)
RC. Voice
distracted
commitment; tone
inconsistent
; yet to be invited-in;
audience/purpose is weak (2+)
Conventions
R
Level 1: Below Basic
Inconsistently
applies usage, spelling,
capitalization, punctuation and paragraphs;
errors interfere
with meaning and/or
readability. (1+)
22
2
1
Page 1 of 2
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
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Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
3
Paper:
Paper:
Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Paper:
Paper:
Prompt:Prompt:
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
Page 2 of 2
027EA10b
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
Content
RA. Topic
generally
focused
throughout (2)
RB. Reasons connected; does
not support the thesis
(2)
RC. Evidence connected; does
not support the reasons;
implied
(2)
RD. Message
present
; simplistic;
flawed;
needs interpretation
(2)
Organization
RA. Introduction missing;
no direction
(1+)
RB. Middle
loosely patterned
; outline-like (2)
RC. Transitions
telling/sequencing
connections
(2+/3-)
RD. Conclusion
missing
; restates topic; text
abruptly
ends (1)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3-)
RB. Word Choice
limited
; does
not
enhance
; thesaurus overload,
passive
verbs (2)
RC. Voice
distracted
commitment; tone
inconsistent
; yet to be invited-in;
audience/purpose is weak (2+)
Conventions
R
Level 1: Below Basic
Inconsistently
applies usage, spelling,
capitalization, punctuation and paragraphs;
errors interfere
with meaning and/or
readability. (1+)
22
2
1
The writer generally shows an inadequate ability to explain
effectively.
Right out of the chute the inconsistent
focus
confused; first it
was fun being a kid and then it wasn’t. The vague
introduction
noted the differences between “
13 yearolds”
and adults, but
the rest of the letter attempted to discuss assorted good and
bad changes: “
tecknology has increased by alot… the bad
thing is the population has increased.”
These
reasons
were minimally elaborated (“
like computers, TV, boats, and
cars”
) with
details
, thus the
message
was simplistic. There was
an outline-like attempt at an organizational
body
and the paper
simply ended with a very weak
closing
: “
One last thing…” thus
bringing up a new idea rather than drawing the piece together.
Transitions
bounced between basic conjunctives and telling
phrases:
And, so, but, “The one/another/last thing…”,
“Though there…”
Word choice
was limited and repetitious:
“…I don’t like is the cost of everything. It is to much…”
Sentences
varied a little.
Voice
fluctuated on commitment
but did show some risk taking and a person behind the words.
Preponderance of grades 3-5 GLEs in conventions have yet to be
met but the meaning could be inferred.
Usage
had homophone
(your for you’re) and missing verb problems.
Spelling
errors
were present (
privlages, yearold, teknolgy, vilont
), but
the meaning was not lost.
Capitalization
was mostly correct.
Paragraphs
were present and consistent but could have better
managed the text.
Punctuation
had repeated problems with
contractions and a missing end mark.
This paper has not yet met the district’s performance
standard.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
4
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
027EA6a
Expository
Page 1 of 3
Content
RA. Topic
narrowly
maintained
(3)
RB. Reasons
significant,
relevant
to support thesis
(3+)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3+)
RD. Message
interesting,
important
; may be obvious
(3)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3)
RB. Middle prepared in a
logical pattern
to
show thesis (3)
RC. Transitions
telling/sequencing
connections
(2)
RD. Conclusion
limited
; restates main points
(2+)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3-)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(+3)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly usage,
spelling, and punctuation; does not
interfere with meaning and/or readability.
(3)
33
3
3
The writer generally shows an sufficient ability to explain
effectively.
The letter
focused
on the how great it was to be young in 2001.
The writer used adequate
details
to support the three or four
reasons:
school five days a week; access to more; many
opportunities
. There was an occasional lapse in focus. For
example, in the school paragraph the writer wandered into a
discussion of looks and what to wear. A few
transitions
were
used in an attempt to connect ideas:
At school, Some bigger
differences, also
. In general the
message
was predictable,
in part, because the
body
was organized logically. The
opening
sentence was a grabber and hinted at a direction. But the writer
simply popped right into the message. Similarly the
closing
only
restated a main point.
Word choice
was adequate, though not
complex:
We have computers, which everyone knows how
to use or learns how to use
. There was variety in
sentence
structure and length. The writer conveyed a sense of the person
behind the words (
voice
):
I think we get more respect than
children 100 years ago did, but, are also expected to
earn that respect.
Preponderance of grades 3-5 GLEs were
met. Standard English
usage
was consistently applied.
Spelling
was nearly always correct, though not particularly challenging,
and the same for
Capitalization
.
Paragraphs
were present and
consistent.
Punctuation
was mostly correct.
This paper has just yet met the district’s performance
standard.
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
5
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
Page 2 of 3
027EA6b
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
Content
RA. Topic
narrowly
maintained
(3)
RB. Reasons
significant,
relevant
to support thesis
(3+)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3+)
RD. Message
interesting,
important
; may be obvious
(3)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3)
RB. Middle prepared in a
logical pattern
to
show thesis (3)
RC. Transitions
telling/sequencing
connections
(2)
RD. Conclusion
limited
; restates main points
(2+)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3-)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(+3)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly usage,
spelling, and punctuation; does not
interfere with meaning and/or readability.
(3)
33
3
3
The writer generally shows an sufficient ability to explain
effectively.
The letter
focused
on the how great it was to be young in 2001.
The writer used adequate
details
to support the three or four
reasons:
school five days a week; access to more; many
opportunities
. There was an occasional lapse in focus. For
example, in the school paragraph the writer wandered into a
discussion of looks and what to wear. A few
transitions
were
used in an attempt to connect ideas:
At school, Some bigger
differences, also
. In general the
message
was predictable,
in part, because the
body
was organized logically. The
opening
sentence was a grabber and hinted at a direction. But the writer
simply popped right into the message. Similarly the
closing
only
restated a main point.
Word choice
was adequate, though not
complex:
We have computers, which everyone knows how
to use or learns how to use
. There was variety in
sentence
structure and length. The writer conveyed a sense of the person
behind the words (
voice
):
I think we get more respect than
children 100 years ago did, but, are also expected to
earn that respect.
Preponderance of grades 3-5 GLEs were
met. Standard English
usage
was consistently applied.
Spelling
was nearly always correct, though not particularly challenging,
and the same for
Capitalization
.
Paragraphs
were present and
consistent.
Punctuation
was mostly correct.
This paper has just yet met the district’s performance
standard.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
6
Paper:
Paper:
Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Paper:
Paper:
Prompt:Prompt:
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
Page 3 of 3
027EA6c
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
Content
RA. Topic
narrowly
maintained
(3)
RB. Reasons
significant,
relevant
to support thesis
(3+)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3+)
RD. Message
interesting,
important
; may be obvious
(3)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3)
RB. Middle prepared in a
logical pattern
to
show thesis (3)
RC. Transitions
telling/sequencing
connections
(2)
RD. Conclusion
limited
; restates main points
(2+)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3-)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(+3)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly usage,
spelling, and punctuation; does not
interfere with meaning and/or readability.
(3)
33
3
3
The writer generally shows an sufficient ability to explain
effectively.
The letter
focused
on the how great it was to be young in 2001.
The writer used adequate
details
to support the three or four
reasons:
school five days a week; access to more; many
opportunities
. There was an occasional lapse in focus. For
example, in the school paragraph the writer wandered into a
discussion of looks and what to wear. A few
transitions
were
used in an attempt to connect ideas:
At school, Some bigger
differences, also
. In general the
message
was predictable,
in part, because the
body
was organized logically. The
opening
sentence was a grabber and hinted at a direction. But the writer
simply popped right into the message. Similarly the
closing
only
restated a main point.
Word choice
was adequate, though not
complex:
We have computers, which everyone knows how
to use or learns how to use
. There was variety in
sentence
structure and length. The writer conveyed a sense of the person
behind the words (
voice
):
I think we get more respect than
children 100 years ago did, but, are also expected to
earn that respect.
Preponderance of grades 3-5 GLEs were
met. Standard English
usage
was consistently applied.
Spelling
was nearly always correct, though not particularly challenging,
and the same for
Capitalization
.
Paragraphs
were present and
consistent.
Punctuation
was mostly correct.
This paper has just yet met the district’s performance
standard.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
7
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
The writer consistently demonstrates a satisfactory ability to
explain effectively.
The writer chose to
focus
on explaining to
Mr. Ford
the ways
in which cars are different today and the energy changes that
need to be made in the future. Adequate
details
, in a logical
organizational pattern in the
body
, were used to support those
reasons
. Essentially, after a lengthy
introduction
, the paper
was divided into two parts. The first part explained how much
more common cars are today; the second half focused on this
generation’s need to find a new energy source for cars (
that
won’t run out/pollute
).
Transitions
were used to connect
ideas:
Now, When, almost, By the time
. The
conclusion
had a
strong call for personal action.
Word choice
was adequate, and,
at times, compelling:
I hate hacking and coughing from it;
I hope that I am up for it.
There was some
sentence
variety:
Almost every adult owns a car in the United States now
a days. I’ve grown up with them.
A sense of the person
behind the words (
voice
) emerged in the latter half of the letter:
It’s hard being young, we will have to do a lot for this
dying country and this dying world.
Spelling
,
punctuation
,
and
capitalization
were nearly always correct. Same for usage
of Standard English. Paragraphing could have been improved give
more clarity. Preponderance of GLEs were met.
This paper has met the district’s performance standard.
027EA5a
Expository
Page 1 of 3
33
3
3
Content
RA. Topic
narrowly
maintained
(3)
RB. Reasons
significant,
relevant
to support thesis
(3)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3)
RD. Message
interesting,
important
; may be
obvious (3+)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3)
RB. Middle prepared in a
logical pattern
to
show thesis (3)
RC. Transitions
show
,
signal
, or
maintain
basic and sequencing connections (3-)
RD. Conclusion
ties up
loose ends with
consequences
, connection to the broader,
or
call for action
(3+)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(3+)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly
usage, spelling, and punctuation;
does not interfere with meaning and/or
readability. (3)
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
8
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
Page 2 of 3
027EA5b
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
The writer consistently demonstrates a satisfactory ability to
explain effectively.
The writer chose to
focus
on explaining to
Mr. Ford
the ways
in which cars are different today and the energy changes that
need to be made in the future. Adequate
details
, in a logical
organizational pattern in the
body
, were used to support those
reasons
. Essentially, after a lengthy
introduction
, the paper
was divided into two parts. The first part explained how much
more common cars are today; the second half focused on this
generation’s need to find a new energy source for cars (
that
won’t run out/pollute
).
Transitions
were used to connect
ideas:
Now, When, almost, By the time
. The
conclusion
had a
strong call for personal action.
Word choice
was adequate, and,
at times, compelling:
I hate hacking and coughing from it;
I hope that I am up for it.
There was some
sentence
variety:
Almost every adult owns a car in the United States now
a days. I’ve grown up with them.
A sense of the person
behind the words (
voice
) emerged in the latter half of the letter:
It’s hard being young, we will have to do a lot for this
dying country and this dying world.
Spelling
,
punctuation
,
and
capitalization
were nearly always correct. Same for usage
of Standard English. Paragraphing could have been improved give
more clarity. Preponderance of GLEs were met.
This paper has met the district’s performance standard.
33
3
3
Content
RA. Topic
narrowly
maintained
(3)
RB. Reasons
significant,
relevant
to support thesis
(3)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3)
RD. Message
interesting,
important
; may be
obvious (3+)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3)
RB. Middle prepared in a
logical pattern
to
show thesis (3)
RC. Transitions
show
,
signal
, or
maintain
basic and sequencing connections (3-)
RD. Conclusion
ties up
loose ends with
consequences
, connection to the broader,
or
call for action
(3+)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(3+)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly
usage, spelling, and punctuation;
does not interfere with meaning and/or
readability. (3)
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
9
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
Page 3 of 3
027EA5c
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
The writer consistently demonstrates a satisfactory ability to
explain effectively.
The writer chose to
focus
on explaining to
Mr. Ford
the ways
in which cars are different today and the energy changes that
need to be made in the future. Adequate
details
, in a logical
organizational pattern in the
body
, were used to support those
reasons
. Essentially, after a lengthy
introduction
, the paper
was divided into two parts. The first part explained how much
more common cars are today; the second half focused on this
generation’s need to find a new energy source for cars (
that
won’t run out/pollute
).
Transitions
were used to connect
ideas:
Now, When, almost, By the time
. The
conclusion
had a
strong call for personal action.
Word choice
was adequate, and,
at times, compelling:
I hate hacking and coughing from it;
I hope that I am up for it.
There was some
sentence
variety:
Almost every adult owns a car in the United States now
a days. I’ve grown up with them.
A sense of the person
behind the words (
voice
) emerged in the latter half of the letter:
It’s hard being young, we will have to do a lot for this
dying country and this dying world.
Spelling
,
punctuation
,
and
capitalization
were nearly always correct. Same for usage
of Standard English. Paragraphing could have been improved give
more clarity. Preponderance of GLEs were met.
This paper has met the district’s performance standard.
33
3
3
Content
RA. Topic
narrowly
maintained
(3)
RB. Reasons
significant,
relevant
to support thesis
(3)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3)
RD. Message
interesting,
important
; may be
obvious (3+)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3)
RB. Middle prepared in a
logical pattern
to
show thesis (3)
RC. Transitions
show
,
signal
, or
maintain
basic and sequencing connections (3-)
RD. Conclusion
ties up
loose ends with
consequences
, connection to the broader,
or
call for action
(3+)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(3+)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly
usage, spelling, and punctuation;
does not interfere with meaning and/or
readability. (3)
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
10
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
027EA1a
Expository
43
3
3
Page 1 of 5
Content
RA. Topic
purposeful
throughout (4-)
RB. Reasons
purposeful
,
fully
support thesis/position (4)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3)
RD. Message
interesting,
important
; may be
obvious (3)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3+)
RB. Middle prepared in a
logical pattern
to
show thesis (3+)
RC. Transitions
show
,
signal
, or
maintain
basic and sequencing connections (3)
RD. Conclusion
ties up
loose ends with
consequences
, connection to the broader,
or
call for action
(3)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3+)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(3+)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly
usage, spelling, and punctuation;
does not interfere with meaning and/or
readability. (3-)
The writer generally demonstrates an agreeable ability to explain
effectively.
An emphatic
opening
(
It’s so amazing here in the 21st
century. Everything is different. All the things you have
we have, but it’s bigger or better…
) paved the way for an
amply
elaborated
, logically organized
middle
discussion of
the
most amazing thing… the new technology
. Computers,
the internet, e-mail, cell phones, automobiles, and airplanes
were described/explained. The
message
was interesting and
examples connected main ideas together nicely. The
closing
brought the past to the future and a call for the future to visit
the past some day.
Transitions
in the body of paragraphs helped
the flow of ideas where paragraphing was weak. The writer’s
audience awareness remained consistent throughout the letter
and helped to unify ideas and to convey a
voice
(sense of the
person behind the words):
Phones have become much better
then from what your used to; There are so many new
car companies… the only one you would know is Ford;
different kinds of music… You got to hear it; I wish you
could see this place… Hope to see you when they invent a
time machine.
Word choice
was appropriate for the audience,
and
sentences
varied:
They (NASA) explore space and build
satilites. The system works because the signals given
off by the phone bounce of one of the many satilites to
whoever your talking to around the world.
Punctuation
and
capitalization
were mostly correct but repeating contraction
and homophone problems were evident (theres, your, there) and
the dropping of letters (of for off). None of this interfered
with meaning.
This paper has met the district’s performance standard.
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
11
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
027EA1b
Page 2 of 5
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
43
3
3
Content
RA. Topic
purposeful
throughout (4-)
RB. Reasons
purposeful
,
fully
support thesis/position (4)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3)
RD. Message
interesting,
important
; may be
obvious (3)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3+)
RB. Middle prepared in a
logical pattern
to
show thesis (3+)
RC. Transitions
show
,
signal
, or
maintain
basic and sequencing connections (3)
RD. Conclusion
ties up
loose ends with
consequences
, connection to the broader,
or
call for action
(3)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3+)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(3+)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly
usage, spelling, and punctuation;
does not interfere with meaning and/or
readability. (3-)
The writer generally demonstrates an agreeable ability to explain
effectively.
An emphatic
opening
(
It’s so amazing here in the 21st
century. Everything is different. All the things you have
we have, but it’s bigger or better…
) paved the way for an
amply
elaborated
, logically organized
middle
discussion of
the
most amazing thing… the new technology
. Computers,
the internet, e-mail, cell phones, automobiles, and airplanes
were described/explained. The
message
was interesting and
examples connected main ideas together nicely. The
closing
brought the past to the future and a call for the future to visit
the past some day.
Transitions
in the body of paragraphs helped
the flow of ideas where paragraphing was weak. The writer’s
audience awareness remained consistent throughout the letter
and helped to unify ideas and to convey a
voice
(sense of the
person behind the words):
Phones have become much better
then from what your used to; There are so many new
car companies… the only one you would know is Ford;
different kinds of music… You got to hear it; I wish you
could see this place… Hope to see you when they invent a
time machine.
Word choice
was appropriate for the audience,
and
sentences
varied:
They (NASA) explore space and build
satilites. The system works because the signals given
off by the phone bounce of one of the many satilites to
whoever your talking to around the world.
Punctuation
and
capitalization
were mostly correct but repeating contraction
and homophone problems were evident (theres, your, there) and
the dropping of letters (of for off). None of this interfered
with meaning.
This paper has met the district’s performance standard.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
12
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
027EA1c
Page 3 of 5
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
43
3
3
Content
RA. Topic
purposeful
throughout (4-)
RB. Reasons
purposeful
,
fully
support thesis/position (4)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3)
RD. Message
interesting,
important
; may be
obvious (3)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3+)
RB. Middle prepared in a
logical pattern
to
show thesis (3+)
RC. Transitions
show
,
signal
, or
maintain
basic and sequencing connections (3)
RD. Conclusion
ties up
loose ends with
consequences
, connection to the broader,
or
call for action
(3)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3+)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(3+)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly
usage, spelling, and punctuation;
does not interfere with meaning and/or
readability. (3-)
The writer generally demonstrates an agreeable ability to explain
effectively.
An emphatic
opening
(
It’s so amazing here in the 21st
century. Everything is different. All the things you have
we have, but it’s bigger or better…
) paved the way for an
amply
elaborated
, logically organized
middle
discussion of
the
most amazing thing… the new technology
. Computers,
the internet, e-mail, cell phones, automobiles, and airplanes
were described/explained. The
message
was interesting and
examples connected main ideas together nicely. The
closing
brought the past to the future and a call for the future to visit
the past some day.
Transitions
in the body of paragraphs helped
the flow of ideas where paragraphing was weak. The writer’s
audience awareness remained consistent throughout the letter
and helped to unify ideas and to convey a
voice
(sense of the
person behind the words):
Phones have become much better
then from what your used to; There are so many new
car companies… the only one you would know is Ford;
different kinds of music… You got to hear it; I wish you
could see this place… Hope to see you when they invent a
time machine.
Word choice
was appropriate for the audience,
and
sentences
varied:
They (NASA) explore space and build
satilites. The system works because the signals given
off by the phone bounce of one of the many satilites to
whoever your talking to around the world.
Punctuation
and
capitalization
were mostly correct but repeating contraction
and homophone problems were evident (theres, your, there) and
the dropping of letters (of for off). None of this interfered
with meaning.
This paper has met the district’s performance standard.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
13
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
027EA1d
Page 4 of 5
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
43
3
3
Content
RA. Topic
purposeful
throughout (4-)
RB. Reasons
purposeful
,
fully
support thesis/position (4)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3)
RD. Message
interesting,
important
; may be
obvious (3)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3+)
RB. Middle prepared in a
logical pattern
to
show thesis (3+)
RC. Transitions
show
,
signal
, or
maintain
basic and sequencing connections (3)
RD. Conclusion
ties up
loose ends with
consequences
, connection to the broader,
or
call for action
(3)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3+)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(3+)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly
usage, spelling, and punctuation;
does not interfere with meaning and/or
readability. (3-)
The writer generally demonstrates an agreeable ability to explain
effectively.
An emphatic
opening
(
It’s so amazing here in the 21st
century. Everything is different. All the things you have
we have, but it’s bigger or better…
) paved the way for an
amply
elaborated
, logically organized
middle
discussion of
the
most amazing thing… the new technology
. Computers,
the internet, e-mail, cell phones, automobiles, and airplanes
were described/explained. The
message
was interesting and
examples connected main ideas together nicely. The
closing
brought the past to the future and a call for the future to visit
the past some day.
Transitions
in the body of paragraphs helped
the flow of ideas where paragraphing was weak. The writer’s
audience awareness remained consistent throughout the letter
and helped to unify ideas and to convey a
voice
(sense of the
person behind the words):
Phones have become much better
then from what your used to; There are so many new
car companies… the only one you would know is Ford;
different kinds of music… You got to hear it; I wish you
could see this place… Hope to see you when they invent a
time machine.
Word choice
was appropriate for the audience,
and
sentences
varied:
They (NASA) explore space and build
satilites. The system works because the signals given
off by the phone bounce of one of the many satilites to
whoever your talking to around the world.
Punctuation
and
capitalization
were mostly correct but repeating contraction
and homophone problems were evident (theres, your, there) and
the dropping of letters (of for off). None of this interfered
with meaning.
This paper has met the district’s performance standard.
Grade: 7 Year: 2002
Everett Public Schools
Mode:
Annotation:
SCORING
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Back to top
Grade: 7 Year: 2002
Mode:
Annotation:
Paper:
Prompt:
14
Paper:
Paper:
Paper:
Paper:
Prompt:Prompt:Prompt:Prompt:
Grade:
Grade: 7 7 Year:
Year: 20022002
Writing Annotations
Above-
Standard-
Basic-
Below-
Cont Organ Style Conv
Expository
027EA1e
Page 5 of 5
Write a multi-paragraph letter to a
person from 100 years ago explaining what
it is like to be someone your age in the year
2001.
43
3
3
Content
RA. Topic
purposeful
throughout (4-)
RB. Reasons
purposeful
,
fully
support thesis/position (4)
RC. Evidence
significant,
relevant & elaborated,
supports reasons (3)
RD. Message
interesting,
important
; may be
obvious (3)
Organization
RA. Introduction
presents thesis in some
context
; provides reader with
direction
(3+)
RB. Middle prepared in a
logical pattern
to
show thesis (3+)
RC. Transitions
show
,
signal
, or
maintain
basic and sequencing connections (3)
RD. Conclusion
ties up
loose ends with
consequences
, connection to the broader,
or
call for action
(3)
Style
RA. Sentences
vary
in beginnings,
length, and/or structure,
usually
flow
smoothly, easily read aloud (3+)
RB. Word Choice
specific
;
strengthens
writing;
shows
use of
active
verbs
(3)
RC. Voice
shows
commitment
; reader-
writer interaction; tone attracts reader;
audience/purpose
addressed
(3+)
Conventions
R
Level 3: Proficient
(According to grade level
expectations)
Competent
use of conventions;
mostly
and
consistently
applies correctly
usage, spelling, and punctuation;
does not interfere with meaning and/or
readability. (3-)
The writer generally demonstrates an agreeable ability to explain
effectively.
An emphatic
opening
(
It’s so amazing here in the 21st
century. Everything is different. All the things you have
we have, but it’s bigger or better…
) paved the way for an
amply
elaborated
, logically organized
middle
discussion of
the
most amazing thing… the new technology
. Computers,
the internet, e-mail, cell phones, automobiles, and airplanes
were described/explained. The
message
was interesting and
examples connected main ideas together nicely. The
closing
brought the past to the future and a call for the future to visit
the past some day.
Transitions
in the body of paragraphs helped
the flow of ideas where paragraphing was weak. The writer’s
audience awareness remained consistent throughout the letter
and helped to unify ideas and to convey a
voice
(sense of the
person behind the words):
Phones have become much better
then from what your used to; There are so many new
car companies… the only one you would know is Ford;
different kinds of music… You got to hear it; I wish you
could see this place… Hope to see you when they invent a
time machine.
Word choice
was appropriate for the audience,
and
sentences
varied:
They (NASA) explore space and build
satilites. The system works because the signals given
off by the phone bounce of one of the many satilites to
whoever your talking to around the world.
Punctuation
and
capitalization
were mostly correct but repeating contraction
and homophone problems were evident (theres, your, there) and
the dropping of letters (of for off). None of this interfered
with meaning.
This paper has met the district’s performance standard.
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