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Words Majority of words in native language Refusal to write Blank | Intelligible phrases and/or words\u003Cbr>Inconsistent Use of appropriate vocabulary Overall meaning significantly obscured by 2nd language learner indicators (omission or substitution of words, grammar, word order problems, etc. ) significant use of native language insufficient writing | Simple, repetitive, and/or confusing sentences Use of nonspecific and /or repetitious vocabulary Overall meaning noticeably obscured by 2nd language learner indicators (omission or substitution or words, grammar, word order problems, etc. ) Frequent use of Native language | Variety of sentence lengthsand structures attempted, may be occasionally repetitive\u003Cbr>Attempted use of topicspecific vocabulary Overall meaning noticeably obscured by 2nd language learner indicators (omission or substitution or words, grammar, word order problems, etc. ) | Variety of sentence lengthsand structures attempted,(may be repetitive) Appropriate use of topicspecific vocabulary Overall meaning may be minimally obscured by 2nd language learner indicators (omission or substitution or words, grammar, word order problems, etc. )\u003Cbr>Predominant use of accurate grammar | Variety of sentence lengthsand structures attempted Appropriate use of topicspecific vocabulary (may use idiomatic expressions) Overall meaning clearly communicated with minimal 2nd language learner indicators (omission or substitution or words, grammar, word order problems, etc. ) Accurate grammar |\n| Focus | Unitntelligible words Irrelevant words Copied Words Majority of words in native language Refusal to write Blank\u003Cbr>No main\u003Cbr>point/narrative event No relation to prompted topic | Main point/narrative event unclear\u003Cbr>Minimal relation to prompted topic Majority of thoughts incomplete Insufficient writing List (words or phrases) related to topic | Main point/narrative event addressed inconsistently and/or unclearly\u003Cbr>May be prompt dependent Some lapses from main point/narrative event Some thoughts incomplete Multiple positions/events without a unifying statement Too brief to determine if focus can be maintained List (complete sentences) related to topic but with no topic sentence\u003Cbr>May lack an ending or end abruptly | Main point/narrative event easily inferred\u003Cbr>Occasional lapses from main point/narrative event Most thoughts complete Multiple positions/events with a unifying statement List (complete sentences)defined by a complete topic sentence Has an ending (may be weak or a verbatim reiteration of opening) | Main point/narrative event clearly stated; narrative event obvious\u003Cbr>Minimal lapses from main point/narrative event All thoughts complete Must follow prompt genre and address all parts of a prompt\u003Cbr>Has a beginning, middle and end\u003Cbr>Has closing, but fails to effectively tie the paper together | Main point clearly defined and maintained; narrative event obvious and maintained\u003Cbr>No lapses from main point/narrative event All thoughts complete Must follow prompt genre and address all parts of the prompt\u003Cbr>Has an effective closing that ties the paper together |\n\n\n|  | 0 | 1 | 2 | 3 | 4 | 5 |\n| --- | --- | --- | --- | --- | --- | --- |\n| Description/Elaboration | Unitntelligible words Irrelevant words Copied Words Majority of words in native language Refusal to write Blank\u003Cbr>No attempt at description/elaboration | Minimal attempt at description/elaboration Unrelated or confusing description/ elaboration List of events with no detail Lacks depth\u003Cbr>Repetitive\u003Cbr>Insufficient writing | General\u003Cbr>Description/elaboration Few important points/events may be supported with detail Limited depth\u003Cbr>May use repetitive nouns/verbs or adjectives/adverbs | Mix of general and specific description/elaboration Some important points/events supported with detail (developed unevenly)\u003Cbr>Some depth\u003C","cbCaipjkoGEVsj3o","https://ap.wps.com/l/cbCaipjkoGEVsj3o","pdf",80880,"English","# Language Production\n# Focus\n# Description/Elaboration\n# Organization\n# Mechanics","[{\"question\":\"What does the TEAE writing rubric evaluate?\",\"answer\":\"It evaluates language production, focus, description/elaboration, organization, and mechanics, each with defined descriptors across performance levels.\"},{\"question\":\"What skills are assessed under “Organization” and “Mechanics”?\",\"answer\":\"Organization assesses logical ordering and transitions, while mechanics assesses punctuation and capitalization according to grade-level descriptors.\"}]","TEAE Writing Rubric - Performance Levels 0-5 | PDF",1790861417]