[Empirical Evidence]
[Optional: Insert Art Work]
Information Sheet for Informational or Explanatory Module
Module title:
Empirical evidence: Convincing Scientific Proof
Module description
(overview):
The word "empirical" indicates information gained by means of observation, experience, or experiments. Students must be
able to define, clarify, and evaluate empirical data in order to understand the process of science and how it works. An
examination of the merits of empirical evidence based on experimental design will allow students to formulate an answer to
the question, “How does empirical evidence affect you?”
Main aspects of the learning process include:
A close reading process that probes all facets of empirical evidence
A task engagement process that sets up the main teaching task
An extension that allows students to research and apply discoverable knowledge of empirical evidence and experimental
design
A transition to writing in which students connect their answer to textual evidence
A writing process in which students establish and support an answer about how empirical evidence affects them.
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Task 21: [Insert question] After reading _________ (literature or informational text), write a/an ___________ (report, essay, or substitutes) that
addresses the question and analyzes ____________ (content), and providing examples to clarify your analysis. What conclusions or implications
can you draw? L2 In your discussion addresses the credibility and origin of sources in view of your research topic. L3 Identify any gaps or
unanswered questions. Optional: Include ______ (e. g. bibliography) (Informational or Explanatory/Analysis)
“How does empirical evidence affect you?” After reading from the text, the required articles, and one self-selected, as well as viewing videos, write
a report that addresses the question and analyzes the merits of empirical evidence based on experimental design, providing examples to clarify your
analysis. What conclusions or implications can you draw? L2 In your discussion addresses the credibility and origin of sources in view of your
research topic. L3 Identify any gaps or unanswered questions
8th
Science
Grade 8 Science
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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Author(s):
Kamille Davis
Contact
information:
KDavis@foremanschools.org
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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Section 1: What Task?
TEACHING TASK
Background to In order to understand science and how it works we must be able to evaluate and analyze empirical evidence based on experimental design.
share with
students:
“How does empirical evidence affect you?” After reading from the text, the required articles, and one self-selected, write a report that addresses the
Teaching task:
question and analyzes the merits of empirical evidence based on experimental design, providing examples to clarify your analysis. What conclusions or
implications can you draw? L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3 Identify any gaps or
unanswered questions
Reading texts:
Pages 6-31 Glencoe Level Blue
“Empirical Evidence” http://explorable.com/empirical-evidence
Faith vs. Empirical Evidence www.youtube.com/watch?v=1jMQ_zxrqnw
Best Physical Evidence of Alien Abduction www.youtube.com/watch?v=I-seZU8I7rYs
29+ Evidences for Macroevolution www.talkorigins.org/faqs/comdesc/sciproof.html
Extension
(optional):
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards
“When Appropriate” Reading
1- Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
3- Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
2- Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g. a section, chapter, scene,
or stanza) relate to each other and the whole.
4- Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
7- Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
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6- Assess how point of view or purpose shapes the content and style of a text.
8- Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
10- Read and comprehend complex literary and informational texts
independently and proficiently.
9- Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Writing Standards
“When Appropriate” Writing Standards
2- Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
1- Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
3 - Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6 - Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7 - Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
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 audience.
8- Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
NS.1.8.2
CONTENT STANDARDS
Evaluate the merits of empirical evidence based on experimental design:
• hypothesis
• replication
• sample size
• use of standardized independent and dependent variables
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LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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TEACHING TASK RUBRIC (NFORMATIONAL OR EXPLANATORY)
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
Not Yet
1
1.
5
Approaches Expectations
2
2.
5
Meets Expectations
3
Attempts to address prompt,
but lacks focus or is off-task.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately
and maintains a clear, steady focus.
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Attempts to present
information in response to the
prompt, but lacks connections
or relevance to the purpose of
the prompt. (L2) Does not
address the credibility of
sources as prompted.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy. (L2) Implication is
missing, irrelevant, or illogical.
(L3) Gap/unanswered question
is missing or irrelevant.
Attempts to organize ideas, but
lacks control of structure.
Establishes a controlling idea with
a general purpose.
Establishes a controlling idea with
a clear purpose maintained
throughout the response.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
(L2) Addresses the credibility of
sources when prompted.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Presents information from
reading materials relevant to the
purpose of the prompt with minor
lapses in accuracy or
completeness. (L2) Begins to
address the credibility of sources
when prompted.
Presents appropriate details to
support the focus and controlling
idea. (L2) Briefly notes a relevant
implication or (L3) a relevant
gap/unanswered question.
Uses an appropriate
organizational structure to
address the specific requirements
of the prompt, with some lapses in
coherence or awkward use of the
organizational structure
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Attempts to include disciplinary
Briefly notes disciplinary content
content in explanations, but
relevant to the prompt; shows
understanding of content is
basic or uneven understanding of
weak; content is irrelevant,
content; minor errors in
inappropriate, or inaccurate.
explanation.
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
3.
5
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Establishes a strong controlling idea with
a clear purpose maintained throughout
the response.
Accurately presents information relevant
to all parts of the prompt with effective
selection of sources and details from
reading materials. (L2) Addresses the
credibility of sources and identifies salient
sources when prompted.
Presents appropriate and sufficient
details to support the focus and
controlling idea. (L2) Explains
relevant and plausible implications,
and (L3) a relevant
gap/unanswered question.
Presents thorough and detailed
information to strongly support the focus
and controlling idea. (L2) Thoroughly
discusses relevant and salient implications
or consequences, and (L3) one or more
significant gaps/unanswered questions.
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by
the specific prompt.
Demonstrates a command of
standard English conventions and
cohesion, with few errors.
Response includes language and
tone appropriate to the audience,
purpose, and specific requirements
of the prompt. Cites sources using
an appropriate format with only
minor errors.
Accurately presents disciplinary
content relevant to the prompt
with sufficient explanations that
demonstrate understanding.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt. Consistently
cites sources using an appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
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Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Controlling idea
Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
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Section 3: What Instruction?
PACING
SKILL AND DEFINITION
MINI-TASK
PRODUCT AND PROMPT
INSTRUCTIONAL STRATEGIES
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
1. Task engagement
(20
minutes)
Ability to connect the task
and new content to existing
knowledge, skills,
experiences, interests, and
concerns.
Product: Short constructed response
Prompt: Students record first thoughts
to Before Learning questions. Then
students record their first thoughts to
After Learning questions.
Meets expectations if:
Students can discuss provided
questions before and after the
viewing of the learning tool.
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
Guided Questioning
 Before learning- The teacher asks the
students guided questions. Students
participate in the activity give one/get one.
 The teacher shows the students the video
Faith vs. Empirical Evidence
 After learning- The teacher guides the
students through the activity gallery walk.
 The teacher facilitates the sharing out of the
students’ activity.
8
Day 1
2. Task analysis
Product: Quick Write
Meets expectations if:
(25
minutes)
Ability to understand and
explain the task’s prompt
and rubric.
Prompt: The student will rewrite the
task prompt in his/her own words.
Students are able to complete
the task prompt using their own
words.
Quick Write:
 The teacher presents task and has students
paraphrase the task prompt in their own
words.
 The teacher facilitates pair and share activity
for share out.
2. Rubric analysis
Product: Quick write of the definition
of element.
Meets expectations if:
Jigsaw-Rubric Quick Write
Highlighted key terms on scoring
rubric.
Prompt: After reading Meets
Expectations level of your rubric
element, discuss among your group
members following instructions for #14, and define your element on chart
paper. Post it.
Understanding is shown by
definitions and highlighting of
specific key words.
Then look at all four levels of
accomplishment on your rubric and
box in key terms that differentiate the
levels.



The teacher will assign each element of the
rubric to assigned groups of four.
#1 of each group reads element aloud
beginning with Meets Expectations
#2 Highlights Key Words
#3 Paraphrases
#4 Writes paraphrase
The teacher facilitates sharing out and has
students create a classroom list. The
teacher chooses one student from each
group to share a few ideas on board and
asks others to add to it.
The teacher will review for possible
questions and hold class discussion around
the following question:
What are the elements on which your paper
will be scored?
Ask students to pay particular attention to
the “advanced” category and identify at least
one element on which they would like to
achieve in the “advanced” category.
SKILLS CLUSTER 2: READING PROCESS
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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Day 2-9
1. Text selection
Notes
Ability to identify
appropriate texts.
For each text, list the needed bibliographic
information. Add bullets on why you think
the work is credible and/or worthy of study

Identifies author, title, publisher,
date, and any other needed
information (for example, the
volume for a periodical or the editor
for an anthology).
 Includes reasonable evidence
that work is credible and/or worthy
of study.
Teacher will introduce initial “class” journal article,
“Empirical Evidence” and do each of the following:

Provide citation guide and discuss why each element
of citation is needed.
 Ask students to brainstorm what makes an author
credible and/or worthy of study.

Provide access to research sources for students to
assess the texts.

One class period will be used to have the school
librarian come in and lead students through proper text
selection and credible resources.
Note: for an “after researching” task, add teaching and
time for students to select the texts they will use.
Days 2-9
2. Active reading
Ability to identify the central
point and main supporting
elements of a text.
L2 Address the credibility
and origin of sources in view
of the research topic
L3 Identify any gaps or
unanswered questions
Product: Student notebook activities
along with group and paired work
Prompt: Students will read teacher
selected primary and secondary texts
which address the question from the
task. Each student will complete the
designated strategy when advised to do
so with each text. While reading and
analyzing the primary and secondary
sources, students should be looking for
related examples that relate to the task
prompt. What are some key words or
parts of the document that may need
further instruction?
Meets expectations if:
Information is complete.
Information is accurate and
relevant.
L2 Answers questions with
credible responses and
supporting elements from the
texts.
L3 Able to identify gaps or
clarify unanswered questions

Invite students to brainstorm ways to figure out
any author’s intent. The teacher will use several
strategies to assist students in reading and secondary
text. While reading and analyzing the primary and
secondary sources, students should be looking for
industry related examples that relate to the task
prompt and pertinent quotes. What are some key
words or parts of the document that may need
further instruction? For each text, advise students to
take notes/and or annotate elements relevant to the
task and have the information to support facts,
questions, etc.
 Cornell notes:
http://freeology.com/graphicorgs/cornell-notestemplate/
 Shrinking notes
http://www.educationworld.com/a
lesson/03/lp322-02.shtml

Invite students to share and discuss their answers
for each text.

After the discussion, allow them to add to their
entries.
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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On-going
On-going
On-going
3. Essential vocabulary
Product: Vocabulary list
Ability to identify and
master terms essential to
understanding a text.
Prompt: On vocabulary cards, list words
and phrases essential to the texts. Add
definitions, and (if appropriate) notes on
connotation in this context.
4. Academic integrity
Product: Definition and strategies
Ability to use and credit
sources appropriately.
Meets expectations if:
Students list appropriate
phrases.
Students provide accurate
definitions.

After scoring, ask some students to share definitions
of terms that others overlooked or misunderstood.

After scoring, be willing to provide direct instruction or
guide a close reading if needed to work through a key
phrase most students missed.

Prompt: Define “plagiarism” and list
ways to avoid it.
Meets expectations if:
Provides accurate definition.
Lists several appropriate
strategies.
5. Note-taking
Product: Notes
Meets expectations if:

Ability to select important
facts and passages for use
in one’s own writing.
Prompt: From each text, make a list of
the elements that look most important
for answering the prompt. Do what
you need to do to avoid plagiarism.
Identifies relevant elements.
Includes information to support
accurate citation (for example, page
numbers for a long text, clear
indication when quoting directly).
Discuss respect for others’ work to assemble evidence
and create texts.
 Discuss academic penalties for stealing others
thoughts and words.
 Bring in school librarian to discuss this topic in depth.
Teach a sample format for note taking. (Cornell
Notes)

Check that early student work is in the assigned
format (or in another format that gathers the needed
information effectively).
SKILLS CLUSTER 3: TRANSITION TO WRITING
Days 1011
1. Bridging
Product: Bullets
Meets expectations if:
Ability to begin linking
reading results to writing
task.
Prompt: In a quick write, write about
what you know now that you’ve read
about empirical evidence.
Students are able to accurately
recall and write about empirical
evidence.
Days 1213
Extension:
Product: Notes/Oral Response
Meets expectations if:
Students will watch the
video, “Best Physical
Evidence of Alien
Abduction”
Prompt: Based on the speaking and
listening behaviors, students will watch
and listen to the video while taking
strategic notes. After viewing,
students will give oral
response/reaction to the video based
on the content.
Students are able to watch, listen,
and take notes on the video, as well
as, give an oral response to guided
questions after the video.

Students will use the strategy, think-pair-share, in
order to recall and write about content.
 Small group discussion using the word splash
strategy.


Students will use their notebooks to take notes.
Students will use small groups to discuss and share
thoughts and ideas about the video.

Students will use the “elaborate” strategy before
exiting for the day.
SKILLS CLUSTER 4: WRITING PROCESS
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Day 14
Day 15
and 16
Day 17
1. Controlling idea
Product: Opening paragraph
Ability to establish a
controlling idea and
consolidate information
relevant to task.
Prompt: Write an opening paragraph
that includes a controlling idea and
sequences the key points you plan to
make in your composition
2. Planning
Product: Outline
Ability to develop a line of
thought and text structure
appropriate to an
informational/ explanatory
task.
Prompt: Students will create an
outline based on notes and reading.
Students will state the claim,
sequence points, and support
evidence.
2. Planning Continued
Product: Conclusion Paragraph
Prompt: Students will use the
evidence gathered from primary and
secondary sources to compose a
conclusion paragraph in response to
the task
Days 18
and 19
3. Development
Days 20
4. Revision
Product: Multiple drafts
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.
Prompt: Students will refine
composition’s analysis, logic, and
organization of ideas/points. Use
textual evidence carefully, with
accurate citations. Decide what to
include and what not to include.
Ability to construct an
initial draft with an
emerging line of thought
and structure.
Product: Initial draft
Prompt: Students will write an initial
draft complete with opening,
development, and closing; insert and
cite textual evidence.
Meets expectations if:
Students write a concise summary
statement or draft opening, and
provide direct answers to main
prompt requirements. Students
should have a controlling idea and
identify key points that support
development of the controlling idea.


Meets expectations if:
Students create an outline with all
parts, the outline supports the
opening thesis, and evidence is used
from text read earlier

Offer several examples of opening paragraphs.
Ask class to discuss what makes them strong or
weak.
 The teacher will model an opening paragraph to help
guide students through the writing process.
Provide and teach one or more examples of outlines
or organizers.

The teacher will specifically model graphic organizers
and how to transition that information to an actual outline
format.

The teacher will invite students to generate questions
in pairs about how the format works, and then take and
answer questions.
Meets expectations if:
Students compose a conclusion
paragraph that contains a
restatement of the thesis, a
summary of the body paragraphs,
and a big “so what”.
Short Constructed Response
 The teacher will instruct students to use the
evidence gathered from primary and secondary
sources.
 The teacher will facilitate using the conclusion
paragraph template to compose a conclusion
paragraph.
Meets expectations if:
Provides complete draft with all
parts and supports the opening in
the later sections with evidence and
citations.
The teacher will instruct the students to write an initial
draft complete with opening, development, and closing
inserting textual evidence.
Meets expectations if:
Provides complete draft with all
parts, supports the opening in the
later sections with evidence and
citations, and improves earlier
edition.

LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
The teacher will model useful feedback that balances
support for strengths and clarity about weaknesses.
 The teacher will assign students to provide each other
with feedback on those issues per the peer review
strategy.

Students will use the constructed response checklist
C:\Users\KDavis.FOREMAN0\Documents\constructed
response checklist.pdf
12
Day 21
Day 22
5. Editing
Product: Correct Draft
Ability to proofread and
format a piece to make it
more effective.
Prompt: Students will revise draft to
have sound spelling, capitalization,
punctuation and grammar. Adjust
formatting as needed to provide clear,
appealing text.
6. Completion
Product: Final Piece
Ability to submit final piece
that meets expectations.
Prompt: Students will turn in the
complete set of drafts, plus the final
version of the piece.
Meets expectations if:
Provides draft free from distracting
surface errors and uses format that
supports purpose.

The teacher will instruct students on what to look for
during editing.

Teacher will provide instruction of proofreading
marks.

Teacher will instruct students to complete the peer
editing C:\Users\KDavis.FOREMAN0\Documents\peer
editing checklist for students.pdf

Fits the “Meets Expectations”
category in the rubric for the
teaching task.
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
FOR STUDENTS
http://freeology.com/graphicorgs/cornell-notes-template/
http://freeology.com/graphicorgs/cornell-notes-template/
http://www.educationworld.com/a lesson/03/lp322-02.shtml
http://www.educationworld.com/a lesson/03/lp322-02.shtml
“Empirical Evidence” http://explorable.com/empirical-evidence
Faith vs. Empirical Evidence www.youtube.com/watch?v=1jMQ_zxrqnw
Best Physical Evidence of Alien Abduction www.youtube.com/watch?v=IseZU8I7rYs
29+ Evidences for Macroevolution
www.talkorigins.org/faqs/comdesc/sciproof.html
“Empirical Evidence” http://explorable.com/empirical-evidence
Faith vs. Empirical Evidence www.youtube.com/watch?v=1jMQ_zxrqnw
Best Physical Evidence of Alien Abduction www.youtube.com/watch?v=I-seZU8I7rYs
29+ Evidences for Macroevolution www.talkorigins.org/faqs/comdesc/sciproof.html
C:\Users\KDavis.FOREMAN0\Documents\constructed response
checklist.pdf
C:\Users\KDavis.FOREMAN0\Documents\constructed response checklist.pdf
C:\Users\KDavis.FOREMAN0\Documents\peer editing checklist for students.pdf
C:\Users\KDavis.FOREMAN0\Documents\peer editing checklist for
students.pdf
LDC Informational or Explanatory Module Template – version 2| © Literacy Design Collaborative, 2011
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Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Background to share
with students
(optional):
Classroom assessment
task
Reading texts:
INFORMATIONAL OR EXPLANATORY CLASSROOM ASSESSMENT RUBRIC
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
LDC Informational/Explanatory Classroom Assessment
MEETS EXPECTATIONS
Addresses prompt with a focused response.
Presents and applies relevant information with general accuracy.
Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources.
Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies
salient themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to topic. L3
Identifies a gap or unanswered question.
Applies a generally effective structure to address specific requirements of the prompt.
Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and
purpose.
NOT YET
Attempts to address prompt but lacks focus or is off-task.
Attempts to present information relevant to prompt.
Controlling idea is weak and does not establish a purpose and/or address a research question.
Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic. *L2
Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question.
Applies an ineffective structure; composition does not address requirements of the prompt.
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to
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audience and purpose.
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Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.
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