Writing 10: Evaluating Integrated Task Responses
Objectives • Learn the descriptors for different scoring bands on the Integrated rubric. • Practice assessing sample test taker responses .
Introduction In this lesson, you will get a brief introduction to how the rubric for the Integrated task is used to score responses. This rubric, as well as the Writing for an Academic Discussion task rubric, can be found after the answer key for this lesson. Take a moment before beginning the lesson to skim both rubrics.
Exercise 1
Instructions • Think about what makes any piece of writing good . Consider the following question: What are the characteristics of a good piece of writing? There are no right or wrong answers; focus on what you believe makes writing strong .
Exercise 2
Instructions • Now, take a closer look at the Integrated rubric . Make a note of any unclear terms from the rubric . For example, if you are not sure of the meaning of the term “coherently,” from the Integrated Writing Rubric’s general description for the score of 5, consult a dictionary.
Exercise 3
Instructions, Part 1 • Read and listen to a sample Integrated Writing task about the memoirs of the Chevalier de Seingalt. • A transcript of the lecture that is used in this lesson can be found after the answer key for the lesson. • Read the two sample responses to the task that follow. Note that the first response received a score of 5. The second response received a score of 1. Reading passage: • Toward the end of his life, the Chevalier de Seingalt (1725−1798) wrote a long memoir recounting his life and adventures. The Chevalier was a somewhat controversial figure, but since he met many famous people, including kings and writers, his memoir has become a valuable historical source about European society in the eighteenth century. However, some critics have raised doubts about the accuracy of the memoir. They claim that the Chevalier distorted or invented many events in the memoir to make his life seem more exciting and glamorous than it really was.
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