Students performing at the Basic level should be able to:

• demonstrate appropriate response to the task in form, content, and language;
• use some supporting details;
• demonstrate organization appropriate to the task; and
• demonstrate sufficient command of spelling, grammar, punctuation, and capitalization to communicate to the reader.

Students performing at the Proficient level should be able to:

• create an effective response to the task in form, content, and language;
• demonstrate an awareness of the intended audience;
• use effective organization appropriate to the task;
• use sufficient elaboration to clarify and enhance the central idea;
• use language appropriate to the task and intended audience; and
• have few errors in spelling, grammar, punctuation, and capitalization that interfere with communication.

Students performing at the Advanced level should be able to:

• create an effective and elaborated response to the task in form, content, and language;
• express analytical, critical, and/or creative thinking;
• have unity of form and content in response to the task;
• demonstrate an awareness of the intended audience;
• use effective organization appropriate to the task;
• show proficient use of transitional elements;
• elaborate and enhance the central idea with descriptive and supportive details;
• use language appropriate to the task and intended audience; and
• enhance meaning through control of spelling, grammar, punctuation, and capitalization.

Students performing at the Basic level should be able to:

• demonstrate appropriate response to the task in form, content, and language;
• use some supporting details;
• demonstrate organization appropriate to the task; and
• demonstrate sufficient command of spelling, grammar, punctuation, and capitalization to communicate to the reader.

Students performing at the Proficient level should be able to:

• create an effective response to the task in form, content, and language;
• express analytical, critical, and/or creative thinking;
• demonstrate an awareness of the purpose and intended audience;
• have logical and observable organization appropriate to the task;
• show effective use of transitional elements;
• use sufficient elaboration to clarify and enhance the central idea;
• use language (e.g., variety of word choice and sentence structure) appropriate to the task; and
• have few errors in spelling, grammar, punctuation, and capitalization that interfere with communication.

Students performing at the Advanced level should be able to:

• create an effective and elaborated response to the task in form, content, and language;
• express analytical, critical, and/or creative thinking;
• have well-crafted, cohesive organization appropriate to the task;
• show sophisticated use of transitional elements;
• use varied and elaborated supporting details in appropriate, extended response;
• begin to develop a personal style or voice;
• demonstrate precise and varied use of language;
• use a variety of strategies such as analogies, illustrations, examples, anecdotes, and figurative language; and
• enhance meaning through control of spelling, grammar, punctuation, and capitalization.

Students performing at the Basic level should be able to:

• demonstrate appropriate response to the task in form, content, and language;
• demonstrate reflection and insight and evidence of analytical, critical, or evaluative thinking;
• show evidence of conscious organization;
• use supporting details;
• reveal developing personal style or voice; and
• demonstrate sufficient command of spelling, grammar, punctuation, and capitalization to communicate to the reader.

Students performing at the Proficient level should be able to:

• create an effective response to the task in form, content, and language;
• demonstrate reflection and insight and evidence of analytical, critical, or evaluative thinking;
• use convincing elaboration and development to clarify and enhance the central idea;
• have logical and observable organization appropriate to the task;
• show effective use of transitional elements;
• reveal personal style or voice;
• use language appropriate to the task and intended audience; and
• have few errors in spelling, grammar, punctuation, and capitalization that interfere with communication.

Students performing at the Advanced level should be able to:

• create an effective and elaborated response to the task in form, content, and language;
• show maturity and sophistication in analytical, critical, and creative thinking;
• have well-crafted, cohesive organization appropriate to the task;
• show sophisticated use of transitional elements;
• use illustrative and varied supportive details;
• use rich, compelling language;
• show evidence of a personal style or voice;
• display a variety of strategies such as anecdotes, repetition, and literary devices to support and develop ideas; and
• enhance meaning through control of spelling, grammar, punctuation, and capitalization.