CIEP Writing Placement Paragraph Length/form Introduction Thesis Supporting Details Level 1 Level 2 Conclusion Clause Level and Grammar Tense Word Level and Word Choice Variety of Structure Level 4 Level 5 Level 6 Level 7 1 point 2 points 3 points 4 points 5 points 6 points 7 points Several related One short ¶ or few
Two extended & indented ¶s, Essay Length;4-5 full
Essay Length >5 or more ¶s;
None simple
One indented ¶ sentences; no form attempt at essay length indented ¶s include intro, body, conclusion sentences Long (4 or more) sentences
Brief introductory remark that
starting w/ general background
Very poor or
Short 2-4 sentences;
NA / None 2 points is separate and/or
information becoming narrow &
rudimentary attempt general to specific ideas undeveloped specific in focus leading to the
thesis Clear assertion at end of Clear assertion at end of
Brief opening remark
introduction reflecting
introduction reflecting writer’s
predicting essay content; may writer’s opinion and/or
NA / None 2 points Failed attempt opinion(s) and/or intent; gives
be announcement lacking
intent; may be too broad or direction to the content of the
persuasion too narrow essay None Practically
none Related ideas, no
support Few details or examples Few irrelevant ideas,
Few or no irrelevant ideas, No irrelevant ideas, usually
connected to main idea, sometimes adequate support usually adequate support for adequate support for topic
some irrelevant for topic sentence(s) topic sentences sentences None Practically
none Isolated &
rudimentary Some # or sequence Some #, sequence,
transitions, informal use cause/effect transitions &
of coordinating conj. coordinating conj. Transitions Topic Sentence Level 3 Fair variety of appropriate Strong variety of appropriate
transitions coherently linking transitions linking supporting
supporting ideas & ¶s ideas & ¶s No CIEP -­‐ 8 8 points Very Long; ¶s include
academic content Academic caliber ___×2 Academic caliber No irrelevant ideas,
___×2 always detailed & well
considered support of
topic sentences Logical & smooth flow, including clear
transitions between &
inside ¶s Clear attempt w/
Rudimentary
Clear w/ controlling ideas,
Clear w/ strong controlling Consistently clear w/ strong
Practically
attempt, e.g., single possibly weak
None controlling ideas,
corresponding to
ideas, corresponding to
controlling ideas, corresponding Academic caliber none words, fragments,
corresponding to
facts/examples in ¶ facts/examples in ¶ to facts/examples in ¶ unrelated to ¶ facts/examples in ¶ Rudimentary
Attempt made at end of
Basic restatement/summary Strong restatement/summary of
Practically
attempt e.g.,single
None ¶ or separate
Attempt made w/ few issues of essay’s main points w/ essay’s main points w/ final
Academic caliber none words, fragments,
concluding
statement final
thought thought
/implication unrelated to ¶ Simple present and past
Adjective/Noun clauses;
Present
w/ time clauses; proper Future & future time clause;
Few or no errors in adjective,
progressive forms; perfect
Ungrammatical Some control of progressive; S + V use of ability &
present perfect; gerunds &
noun, & adverb clauses &
forms;
passive
voice;
writing; no
simple present + O order correct; permission modals;
infinitives; receptive & reflexive
phrases; subjunctive; parallel Academic caliber reported speech; embedded
attempt tense. simple past, simple adverbs of manner;
pronouns; avoids comma
structure conditional sentences
questions with some
future, can & may comparatives &
splices & run-ons* & wis, real and unreal*** errors** superlatives Non-active verbs,
Almost all
Countable & non-count Language to identify problems Persuasive &
Nouns as modifiers; words
Basic words possessive
attempts have
nouns; descriptive
& present solutions; compare counterargument language; appropriate for rhetorical style;
either spelling & spelled & used; adjectives, subject language; basic
& contrast; emotional details; transition words; varied use reported speech & reporting
Academic caliber pervasive WC & object pronouns;
WC errors persuasive language; benefits & drawbacks; some of modals; paraphrasing; verbs; very complex; often
errors a great deal of WC
many WC errors WC errors few WC errors accurate; very few WC errors errors Higher accuracy, but
Very little
most sentences still
Variety of sentence lengths Variety of sentence lengths &
No attempt;
variety; short Little variety; short, short & simple; some More compound sentences; & structures; some mistakes structures; few mistakes w/
incomplete
simple
simple sentences compound e.g.
tense variety (see above *) w/ appropriate usage; tense appropriate usage; tense variety Academic caliber sentences sentences sentences w/ and, but,
variety (see above **) (see above ***) so, when Student’s Name: ______________________________________________________________________ Row Total ___×2 POINTS_____ ÷ 13 = Writing Score ______________ Instructions 1.
2.
Consider this composition to be a first draft. Consider the degree a student could improve in the next draft. Circle the indicator (descriptor) that best matches the student’s writing. It is not necessary for the student to match each element of the descriptor. Simply select the indicator which largely indicates the student’s proficiency. Some skill areas are weighed more heavily than others. These areas are indicated by a ____x2. Multiply the score for that particular skill area by two. Then, add the individual scores together and consult the chart for the writing score. (Do not equivocate – do not enter a decimal e.g., 3.5, 5.5 in the blanks on the right.) Before administering and evaluating the exam, review the program’s student learning outcomes and proficiency scale. 3.
4.
ACADEMIC CALIBER -­‐ Definition A student who writes an essay of academic caliber can (largely): •
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•
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Present a well-­‐developed introduction that effectively frames the prompt’s issue and writer’s argument Present a critical thesis that clearly establishes the focus on the writer’s position on the issue Show advanced understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion Provide a unified, coherent organizational structure that presents a logical progression of ideas Provide ample development in support of ideas; substantiate ideas with precise use of specific, logical reasons and illustrative examples Maintain a precise focus on discussing the specific issue in the prompt throughout the essay Generate insightful reasons for a position; show understanding of the complexity of the issue in the prompt by examining different perspectives, and/or evaluating implications or complications of the issue, and/or anticipating and fully responding to counterarguments to the writer’s position Show effective movement between general and specific ideas and examples Use precise transitional words, phrases, and sentences to convey logical relationships between ideas Present a well-­‐developed conclusion that extends the essay’s ideas Correctly employ most conventions of standard English grammar, usage, and mechanics, with just a few, if any, errors Consistently choose words that are precise and varied Use a variety of kinds of sentence structures to vary pace and to support meaning These descriptors are adapted from the ACT College and Career Readiness Standards for CIEP use – Writing. http://www.act.org/standard/planact/pdf/WritingStandards.pdf