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Appendix E


Scoring Guide – Writing


The main purpose of writing is to communicate. As teachers, you will be writing notes to parents, report card comments, publicity releases, exhibit notes, instructions for students, and perhaps even an article for a scholarly journal.

Each purpose for writing comes with a unique style and tone. Yet, certain elements remain in play regardless of audience. As professionals, you must write clearly and with conventions appropriate to your purpose. Because of this, your written work will not be considered complete until you have reached a level of competence. Use the rubric below as an assessment tool to help guide your writing to completion. Only writing that shows competence in all categories will be accepted as final products.



Generic Scoring Guide – Writing
Needs Improvement
Emerging
Competent


Grammar, Usage, Mechanics
Significant issues with grammar, usage, or mechanics interfere with the reader’s ability to read your writing smoothly
Issues with grammar, usage, and mechanics are noticeable, but do not interfere with the reader’s ability to read smoothly. Small errors in APA style.
Minimal issues with grammar, usage, and mechanics. Errors are typos that are easily fixed. Use of APA style is correct for research papers.


Coherence and Organization of Thought
Significant issues with coherence or organization of thought interfere with the reader’s ability to comprehend.
Writing is coherent with minor issues with organization such as misplaced sentences or paragraphs.
Writing is coherent and organized


Use of Main Ideas and Supporting Details
Statements are broad and could apply to a variety of subjects. Difficult to locate main ideas and supporting details.
Writing shows a mix of detail and supporting facts. Some substantiation.
Main ideas are clear. Supporting details substantiate the main idea.


Audience/Style
A complete mismatch exists between voice in writing and intended audience.
Voice is distinct. Writer shows occasional awareness of audience.
Voice is distinct and appropriate for intended audience.


Handbook
  1. Mission & Purpose
  2. Conceptual Framework
  3. Collective Inquiry
  4. Standards & Outcomes
  5. MAT Program Outcomes
  6. Maine Proficiencies
  7. Program Courses
    MECA&D MAT Sequence of Courses
  8. Satisfactory Academic Progress
  9. Field Experiences Prior to Student Teaching
  10. Procedures for e-Portfolios
  11. Collecting Work Samples
  12. The Student Teaching Experience
  13. Distance Placements
  14. Responsibilities of the Teacher Candidate
  15. Responsibilities of the Mentor Teacher
  16. Responsibilities of the Faculty Supervisor
  17. Demonstration of Professional Accomplishment
  18. Procedures for Student Teaching Evaluation
  19. Appendices
  20. Appendix A
  21. Appendix B
  22. Appendix C
  23. Appendix D
  24. Appendix E
  25. Appendix F
  26. Appendix G
  27. Appendix H
  28. Appendix I
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