OROVILLE CITY ELEMENTARY SCHOOL DISTRICT
District Performance Task
Writing
GRADE LEVEL:
TITLE:
Seventh Grade
Response to Literature
ELD (students) - Autobiography
Students at every grade level will submit a writing sample.
In grades two through eight, every student will do two writing samples each year, one in
the Fall and one in the Spring. In grades kindergarten through first, every student will do
one writing sample in the Spring.
Topics and prompts are to be decided by teachers by grade level at each site.
Scoring:
please refer to the Scoring Procedure page in this binder.
Rubric:
please use the appropriate rubric for the type of writing students will
be doing.
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OROVILLE CITY ELEME NTARY SCHOOL DISTRICT
WRITING RUBRIC
FIFTH, SIXTH, SEVENTH & EIGHTH GRADES
4
ADVANCED
(Above Grade Level)
3
PROFICIENT
(At Grade Level)
2
LIMITED
(Approaching Grade Level)
1
MINIMAL
(Below Grade Level)
EXPOSITORY WRITING:
EXPOSITORY WRITING:
EXPOSITORY WRITING:
EXPOSITORY WRITING:
State the thesis or purpose.
State the thesis or purpose.
State the thesis or purpose.
State the thesis or purpose.
Explain the situation.
Explain the situation.
Explain the situation.
Fails to explain the situation.
Follow an organizational pattern appropriate to the
type of composition.
Follow an organizational pattern appropriate to the
type of composition.
Provides some organizational pattern appropriate to the
type of composition.
Lacks organizational pattern appropriate to the type of
composition.
Offers authoritative evidence to validate arguments and
conclusions as needed.
Offers general evidence to validate arguments and
conclusions as needed.
Offers little, if any, evidence to validate arguments and
conclusions as needed.
Offers no evidence to validate arguments and
conclusions as needed.
FACTIONAL OR AUTOBIOGRAPHICAL
NARRATIVE WRITING:
FACTIONAL OR AUTOBIOGRAPHICAL
NARRATIVE WRITING:
FACTIONAL OR AUTOBIOGRAPHICAL
NARRATIVE WRITING:
FACTIONAL OR AUTOBIOGRAPHICAL
NARRATIVE WRITING:
Provides a thoroughly developed plot line, including
major and minor characters and a definite setting.
Provides an adequate developed plot line, including
major and minor characters and a definite setting.
Provides a minimally developed plot line, including
characters and setting.
Lacks a developed plot line.
Includes appropriate strategies (ie, dialogue; suspense;
narrative action).
Includes appropriate strategies (i.e., dialogue;
suspense; narrative action).
Attempts to use strategies but with minimal
effectiveness (ie., dialogue; suspense; narrative action).
Fails to use strategies (ie., dialogue; suspense; narrative
action).
RESPONSE TO LITERATURE WRITING:
RESPONSE TO LITERATURE WRITING:
RESPONSE TO LITERATURE WRITING:
RESPONSE TO LITERATURE WRITING:
Develops interpretations that demonstrate a thoughtful,
comprehensive grasp of the text.
Develops interpretations that demonstrate a
comprehensive grasp of the text.
Develops interpretations that demonstrate a limited
grasp of the text.
Demonstrates little grasp of the text.
Organizes accurate and coherent interpretations around
clear ideas, premises, or images from the literary work.
Organizes accurate and reasonably coherent
interpretations around clear ideas, premises, or images
from the literary work.
Includes interpretations that lace accuracy or coherence
as related to ideas, premises, or images from the
literary work.
Lacks an interpretation or may be a simple retelling of
the passage.
Provides specific textual examples and details to
support the interpretations.
Provides textual examples and details to support the
interpretations.
Provides few, if any, textual examples and details to
support the interpretations.
Lacks textural examples and details.
PERSUASTIVE WRITING:
PERSUASTIVE WRITING:
PERSUASTIVE WRITING:
PERSUASTIVE WRITING:
Authoritatively defends a position with precise and
relevant evidence and convincingly addresses the
reader’s concerns, biases, and expectations.
Generally defends a position with relevant evidence
and addresses the reader’s concerns, biases, and
expectations.
Defends a position with little, if any, evidence and may
address the reader’s concerns, biases, and expectations.
Fails to defend a position with any evidence and fails
to address the reader’s concerns, biases, and
expectations.
SUMMARY WRITING:
SUMMARY WRITING:
SUMMARY WRITING:
SUMMARY WRITING:
Is characterized by paraphrasing of the main idea(s)
and significant details.
Is characterized by paraphrasing of the main idea(s)
and significant details.
Is characterized by substantial copying of key idea(s)
and minimal paraphrasing.
Is characterized by substantial copying of
indiscriminately selected phrases or sentences.
Version: multi.writingrubric
LA
Consensus
Score:
OROVILLE CITY ELEMENTARY SCHOOL DISTRICT
Evaluation Feedback
Response to Literature
________
Student Name:_______________________________ Roll#______ Teacher:________________________Period(s)______
Title:_____________________________________
Scorer #1 _________________________________
DID WELL
(put
Score #1 ____________
WORK ON
a check where applicable)
Organization/Pattern/Format
Transitions
Paragraphing
Supporting Reasons, examples, Info.
Conclusion
Creativity and Style
Mechanics
Spelling
OROVILLE CITY ELEMENTARY SCHOOL DISTRICT
Evaluation Feedback
Response to Literature
Student Name:_______________________________ Roll#______ Teacher:________________________Period(s)______
Title:_____________________________________
Scorer #2 _________________________________
DID WELL
(put
Score #2 ____________
a check where applicable)
Organization/Pattern/Format
WORK ON
Transitions
Paragraphing
Supporting Reasons, examples, Info.
Conclusion
Creativity and Style
Mechanics
Spelling
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LA
Consensus
Score:
OROVILLE CITY ELEMENTARY SCHOOL DISTRICT
Evaluation Feedback
First Hand Biography
________
Student Name:_______________________________ Roll#______ Teacher:________________________Period(s)______
Title:_____________________________________
Scorer #1 _________________________________
DID WELL
Score #1 ____________
(put
a check where applicable)
Characterization
WORK ON
Description/Details personal signif.
Incidents/Pattern/Format
Transitions
Paragraphing
Creativity and style
Mechanics
Spelling
OROVILLE CITY ELEMENTARY SCHOOL DISTRICT
Evaluation Feedback
Student Name:_______________________________ Roll#______ Teacher:________________________Period(s)______
Title:_____________________________________
Scorer #2 _________________________________
Score #2 ____________
First Hand Biography
DID WELL
(put
a check where applicable)
Characterization
WORK ON
Description/Details personal signif.
Incidents/Pattern/Format
Transitions
Paragraphing
Creativity and style
Mechanics
Spelling
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Oroville City Elementary School District
CHARACTERISTICS OF AUTOBIOGRAPHICAL INCIDENT
We have all experienced the sudden recognition of ourselves in the self-disclosure of
others. We recognize the universality of human experience from reading about incidents in
others' lives; and we find comfort, humor, and revelation in those shared experiences.
In autobiographical incident writers tell a story from their personal experiences. Besides
narrating an incident, writers tell readers what it has meant to them and disclose the
autobiographical significance of the incident. As students learn to use their own lives and their
daily experiences as resources, all their writing is enriched. Following are the main
characteristics of this domain:
Incident: The writer narrates a story that moves toward the central incident. The writer
tells readers what they need to know to understand what happened and why it is significant. The
writer may use some of the following strategies: naming (people, objects, quantities, numbers);
visual details of scene, objects or people; sounds or smells of the scene; specific action
(movements, gestures, postures, expressions); dialogue; interior monologue; expressions of
feelings or insights writer had at the time of the incident; pacing; suspense or tension; surprise,
comparison or contrast.
Context: The write locates the incident in a particular setting by orienting the reader to
the scene, people, and events. The writer may devote considerable space in the essay to orienting
readers, describing the scene and people, and providing background for context for the incident.
Significance: The essay reveals why the incident was important to the writer. This can be
either implied or stated. If the significance is implied, it will be apparent to the reader. It may be
stated in the writer's insights at the time of the incident or as reflections from the writer's present
perspective.
Voice and Style: Voice is in writing what speech, gesture and personality are in the
person. By choosing words, events and details, the writer conveys a sense of self in the essay.
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Oroville City Elementary School District
GLOSSARY FOR AUTOBIOGRAPHICAL INCIDENT
Autobiographical: writing by the person who saw or was involved in the incident
Describe: tell about
Feelings: attitudes, emotions
Incident: a single event occurring during a short period of time (like a matter of minutes, an hour,
or at longest a day)
Learning: how you changed in skill or knowledge
Memorable: worth remembering
Narrative action: events in a story
Personal Experience; something that happened to you
Scene: where an event happened
Significance: importance
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