Content productive

Criterion: writing · Communicating information, ideas, and understanding through written text · back to criteria

emergent Phases 1-2

basic content development

A stimulus containing other modes, such as visual and spatial modes, should be used as a prompt for producing the writing task. Examples: a written text with images, a written text with some spatial arrangement.

At the end of the emergent level, students should be able to:

Level descriptors

Level	Descriptor	Specific indicators
0	The student does not reach a standard described by any of the descriptors below.	—
1-2	communicates limited relevant information with some sense of audience and purpose to suit the context	Describes familiar topics Expresses basic needs and wants Uses concrete examples Shares personal information
3-4	communicates some relevant information with some sense of audience and purpose to suit the context	Describes varied topics Expresses opinions with basic reasons Uses relevant examples Shares detailed personal experiences
5-6	communicates most relevant information with a sense of audience and purpose to suit the context	Analyzes familiar topics Expresses well-reasoned opinions Uses effective examples Shares insightful personal perspectives
7-8	communicates all or almost all the required information with a clear sense of audience and purpose to suit the context	Analyzes complex topics Expresses sophisticated opinions Uses compelling examples Shares profound personal insights

capable Phases 3-4

developed content with clear ideas

A stimulus containing other modes such as visual and spatial modes should be used as a prompt for producing the writing task. Examples: a written text with images, a written text with some spatial arrangement.

At the end of the capable level, students should be able to:

Level descriptors

Level	Descriptor	Specific indicators
0	The student does not reach a standard described by any of the descriptors below.	—
1-2	communicates some relevant information with some sense of audience and purpose to suit the context	Expresses opinions with reasons Describes processes and events Makes comparisons Develops arguments
3-4	communicates most relevant information with a sense of audience and purpose to suit the context	Expresses sophisticated opinions Analyzes processes and events Makes insightful comparisons Develops strong arguments
5-6	communicates all or almost all the required information with a clear sense of audience and purpose to suit the context	Expresses expert opinions Evaluates processes and events Makes sophisticated comparisons Develops compelling arguments
7-8	communicates all required information with exceptional clarity and a sophisticated sense of audience and purpose	Expresses exceptional opinions Critiques processes and events Makes masterful comparisons Develops superior arguments

proficient Phases 5-6

sophisticated content development

At the end of the proficient level, students should be able to:

Level descriptors

Level	Descriptor	Specific indicators
0	The student does not reach a standard described by any of the descriptors below.	—
1-2	communicates most relevant information with a sense of audience and purpose to suit the context	Analyzes abstract concepts Develops complex arguments Shows cultural understanding Creates nuanced content
3-4	communicates all or almost all the required information with a clear sense of audience and purpose to suit the context	Evaluates abstract concepts Develops sophisticated arguments Shows deep cultural understanding Creates insightful content
5-6	communicates all required information with exceptional clarity and a sophisticated sense of audience and purpose	Critiques abstract concepts Develops expert arguments Shows exceptional cultural understanding Creates profound content
7-8	communicates all required information with superior clarity and an exceptional sense of audience and purpose	Masters abstract concepts Develops superior arguments Shows masterful cultural understanding Creates exceptional content