Scores for Bugs

Ideas: 3

The writer has attempted a story. There are illustrations, and they enhance the writing. The topic is all about bugs, but it is unclear what the point of the paper is. Clear details are present, but have little meaning. The writer appears to be trying to persuade the reader that bugs exist and there are lots of them, in great variety.

Organization: 3

No title is present. There is a limited beginning. There is no ending other than "The End." The child has limited transitions. There appears to be no particular sequence to ideas.

Voice: 3

The child communicates some feeling. More voice is shown in the drawing than in the writing. The writing shows limited energy and enthusiasm. Treatment of topic is predictable. There is an awareness that someone else will read it and there is a limited connection between the reader and writer.

Word Choice: 3

The writer has taken no risks to use unusual words. The words are general and ordinary, but used correctly. The child has settled for words and phrases which will do.

Sentence Fluency: 3

Again, a writer has written in a run-on sentence. Conventions will interfere with a strong sentence fluency score. There appear to be some compound sentences. Sentences do not begin in the same way. The child's writing requires no rereading for fluency, though it may for ideas. The sentence structure deteriorates at the end of the piece.

Conventions: 2

The writer's spelling reflects a basic understanding of phonics, and words are readable. The word drawing is spelled "droling," which is how many second graders say the word. Capitals and lower case are used interchangeably. There is no ending punctuation, even at the end. Words are spaced. Grammar is generally standard, and no interpretation is needed to understand the text.

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