Purposefully uses feedback to make meaningful revisions Independently proofreads and completes edits with use of a checklist Demonstrates use of feedback to make meaningful revisions Some evidence of use of feedback to make meaningful revisions Minimal completion of edits with support from adult Little evidence of use of feedback to make meaningful revisions Cues and Convention CC9.4a/b Use pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic and other cues to construct and communicate meaning PRAGMATIC A skillful, thoughtful use of inclusive language for audience and purpose that demonstrates respect for all Tone, voice, and point of view are clearly established and purposeful Consistent use of Canadian English TEXTUAL Effective use of transitions to make writing flow Compelling leads, effective bodies, and insightful or original conclusions for a variety of written texts Strategic and effective use of literary devices SYNTACTICAL Original and powerful sentence combinations to convey an idea Effective use of co-ordination, subordination, and apposition of ideas sentences to precisely show relationship between ideas PRAGMATIC Appropriate use of inclusive language for audience and purpose that demonstrates respect for all Tone, voice, and point of view are evident Appropriate use of Canadian English TEXTUAL Use of transitions to make writing flow Use of strong leads, coherent bodies, and effective conclusions for a variety of written texts Purposeful use of literary devices SYNTACTICAL Clear, complete, varied use of sentence combinations to convey an idea Appropriate use of co-ordination, subordination, and apposition of ideas sentences to show relationship between ideas PRAGMATIC Language is inconsistent for purpose and audience may not always demonstrate respect for all Tone, voice, and point of view are sometimes evident use of Canadian English TEXTUAL Little use of transitions so flow is impeded Inconsistent use of leads, weak bodies, and conclusions for a variety of written texts Some use of literary devices SYNTACTICAL Some use of sentence combinations to convey an idea Basic use of co-ordination, subordination, and apposition of ideas to show relationship between ideas PRAGMATIC Language is inappropriate for purpose and audience Tone, voice, and point of view are not evident Limited use of Canadian English TEXTUAL Improper or no use of transitions blocks flow of ideas Inadequate use of leads, incomplete bodies, and weak or unsupported conclusions for a variety of written texts Limited use of literary devices SYNTACTICAL Limited and sometimes incorrect use of sentence combinations to convey an idea Limited use of co-ordination, subordination, and apposition of ideas to show relationship between ideas
Consistently and effectively uses correct punctuation and capitalization SEMANTIC/LEXICAL/MORPHOLOGICAL Effective and confident control of spelling conventions and word Insightful consideration of connotative and denotative word meaning s/usage Demonstrates an extensive vocabulary Accurate use of punctuation and capitalization SEMANTIC/LEXICAL/MORPHOLOGICAL Demonstrates control of spelling conventions and word usage Appropriate use of connotative and denotative word meanings/usage Demonstrates an appropriate vocabulary Inconsistent use of correct punctuation and capitalization SEMANTIC/LEXICAL/MORPHOLOGICAL Inconsistent control of spelling conventions and word usage Some evidence of understanding of connotative and denotative word meanings/ usage Demonstrates a basic vocabulary Incorrect use of capitalization and punctuation SEMANTIC/LEXICAL/MORPHOLOGICAL Unsatisfactory control of spelling conventions and word usage Little or no demonstration of understanding of connotative and denotative word Demonstrates a limited vocabulary