Student-Directed Career Pathway Research Project
Unit 7: Summarizing the Research
Outcomes for Unit:
Working as a team, students will develop a proposal that contains:
(1) Produce a final research report that contains the following sections: Statement of the
Research Question; Data Collection; Data Analysis; Findings; and Conclusions.
(2) Produce a one-page executive summary that captures the essence of each section of
the final research report.
Writing Assessment—Grades 9-12
Student’s Name:
Graduation Year:
Writing Trait ---- Ideas
9 10 11 12
Strong introduction or opening that captures the attention of the audience.
Thesis clearly articulates purpose of the writing.
Paper contains multiple ideas in support of purpose.
Maintains a clear focus to support the topic and purpose of writing.
Provides sufficient and relevant details to support all main ideas.
Synthesizes, analyzes and or compares ideas from multiple, grade-appropriate sources.
Ideas show original perspective and insights.
Demonstrates a thorough, balanced explanation of the topic.
Purpose is accomplished.
Brings together ideas to create a solid conclusion.
Proficiency Reached
Comments:
Writing Trait ---- Organization
Strong introduction is present.
Details are organized to support main ideas.
Uses effective transitions between all elements – sentences, paragraphs, and ideas.
Ideas are logically and effectively sequenced to accomplish the purpose of the writing.
Contains a conclusion that provides appropriate closure to the purpose of the writing.
Proficiency Reached
Comments:
Writing Trait ---- Voice
Student-Directed Career Pathway Research Project – Unit 7
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Shows awareness of the audience through word choice and style – formal, informal, academic discourse.
Maintains similar voice through the writing.
Conveys a sense of the writer’s or narrator’s identity through the use of appropriate emotion or personality
traits that fit the purpose of the writing.
Proficiency Reached
Writing Trait ---- Word Choice/Vocabulary
Uses accurate, specific words that effectively convey the intended message.
Uses and combines a variety of words into phrases that are appropriate to the audience and purpose.
Uses literal and figurative language intentionally when appropriate.
Level of vocabulary used in writing is similar to that found in source texts.
Proficiency Reached
Comments:
Performance Standard ---- Sentence Fluency
Demonstrates variation in sentence lengths and structures.
Accurately and effectively uses a variety of sentence structures – simple, compound, complex, and
compound-complex.
All sentences are correctly formed.
Demonstrates extensive variation in sentence beginnings.
Sentence flow is natural and/or effective when read aloud.
Proficiency Reached
Comments:
Writing Trait ---- Conventions
Writing is of sufficient complexity to allow demonstration of conventions at the High School level.
Capitalization is used correctly.
Punctuation is used correctly.
Spelling is correct.
Grammar is used correctly including parts of speech, verb tense, subject/verb agreement,
pronoun/antecedent agreement, modifier placement, homonyms.
Proficiency Reached (1st descriptor must be checked)
Comments:
Writing Trait --- Presentation
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Follows MLA format completely for purpose of writing.
Visual aids complement and contribute to accomplishing the purpose of the writing (e.g., graphs, tables,
illustrations, etc.)
Proficiency Reached
Comments:
Writing Styles Practiced
Narrative/Expressive
Functional
Expository
Persuasive
Literary Analysis
Research
9th Grade Score
10th Grade Score
/6
/6
Target ≥4
Rater(s):
11th Grade Score
/6
Target ≥5
Rater(s):
12th Grade Score
/6
Target 6
Rater(s):
Target 6
Rater(s):
Outcomes Addressed:
W.9-10.4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link
to other information and to display information flexibly and dynamically.
W.9-10.7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
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W.9-10.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Student-Directed Career Pathway Research Project – Unit 7
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