• The student’s writing is about the topic (fully develops the writing prompt)
• includes several details that support the topic
• is organized (maintains logical sequence)
• frequently contains interesting words ( grade-level vocabulary or above)
• contains complete sentences
• follows punctuation, capitalization, spelling (both correct and phonetic), and usage rules (Two types of errors may occur: 1) those that appear as a consequence of risk-taking and 2)those that do not detract from overall quality.)

• The student’s writing
• is about the topic (partially develops the writing prompt)
• includes some details that support the topic
• is organized (may not maintain logical sequence throughout)
• contains some interesting words (grade-level vocabulary)
• contains complete sentences (may have occasional fragments and/or run-on sentences)
• follows punctuation, capitalization, spelling (both correct and phonetic), and usage rules (Occasional errors occur that may detract from overall quality.)

• The student’s writing is about the topic (minimally develops the writing prompt)
• includes only a few details that support the topic
• shows minimal organization
• contains only a few interesting words (grade-level vocabulary)
• contains complete sentences (may have numerous fragments and/or run-on sentences)
• rarely follows correct punctuation, capitalization, spelling, and usage rules

• The student’s writing attempts to address the topic (may digress from the writing prompt)
• includes vague or no details that support the topic
• shows no organization
• includes no interesting words (below grade-level vocabulary)
• contains numerous fragments and/or run-on sentences (may contain a complete sentence)
• does not follow correct punctuation, capitalization, spelling, or usage rules

• The student’s writing is incomprehensible
• is insufficient to score

4^th Grade Writing Summary

MS

NAES

2002-2003

2.2

2.3

2003-2004

2.4

2.6

2004-2005

2.6

2.8