1. Writes level-appropriate* drafted and timed text.
   • Writes in all major time frames.
   • Writes multiple paragraph length text.
   • Writes introductory paragraphs for multi-paragraph compositions.
   • Writes thesis sentences with a clear controlling idea.
   • Writes effective topic sentences for paragraphs.
   • Writes logically organized paragraphs.
   • Adequately supports ideas with facts, examples, and reasons.
   • Writes effective concluding sentences in paragraphs.
   • Ends multi-paragraph compositions with an appropriate concluding paragraph.
   • Uses a variety of cohesive devices.
   • Adapts language to fit the audience, material, context, and time constraints.
2. Synthesizes information from written and spoken texts.
   • Summarizes main ideas of texts.
   • Summarizes major details or key arguments in texts.
   • Responsibly uses sources by evaluating and selecting appropriate supporting ideas.
   • Connects ideas and details among different texts.
   • Synthesizes information from sources as support for original ideas.
   • Paraphrases sources without plagiarizing.
   • Cites sources using appropriate formatting methods.
   • Creates a list of sources using appropriate formatting methods.
3. Effectively implements appropriate writing strategies.
   • Uses prewriting to build claims
   • Reads and rereads their own texts to identify and correct errors.
   • Incorporates feedback from both writing and linguistic accuracy teachers.
   • Responds to peer feedback.
   • Adheres to common academic formatting expectations.
   • Uses basic research tools to find appropriate sources.
4. Incorporates a variety of high frequency academic vocabulary in writing.

*Writing for this level can be described by the following level descriptors:

Function

Students are consistently able to meet a range of academic writing needs. They consistently write in all major time frames with good control. They use a wide range of academic syntax and vocabulary correctly. They produce personal, general, and academic texts in concrete terms and will sometimes produce texts about academic topics in abstract terms. Students have some success in adapting their language to fit the audience, material, context, and time constraints. They are able to write in most informal situations and in some formal situations.

Text

Students use a variety of cohesive devices in texts that may include several well-organized and connected paragraphs. They incorporate organizational conventions of academic writing. They provide abundant language with some elaboration to support their writing.

Comprehensibility

Students can be understood without difficulty by those unaccustomed to non-native writing. Errors do not interfere with understanding but may occasionally be distracting.