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written presentation communication
Calificación 5
(a) Discourse and development. When planning, producing, and presenting written presentational communications, students at Achievement Level 5 use paragraph-length discourse with mostly appropriate use of cohesive devices to report, explain, and narrate on a range of familiar topics. They integrate content from multiple sources to support their presentation.
(b) Strategies. These students employ a variety of strategies to clarify and elaborate the content of the presentation; self-correction is mostly successful.
(c) Language structures. These students use a variety of simple and compound sentences and some complex sentences in major time frames. Errors do not impede comprehensibility.
(d) Vocabulary. These students use vocabulary on a variety of familiar topics, including some beyond those of personal interest. They use some culturally appropriate vocabulary and idiomatic expressions.
(e) Writing conventions. They demonstrate consistent use of standard conventions of the written language (e.g., capitalization, orthography, accents). Errors do not impede comprehensibility.
(f) Register. Their choice of register is appropriate for the audience, and its use is consistent despite occasional errors.
(g) Cultures, connections, and comparisons. These students identify the relationship among products, practices, and perspectives in the target culture(s) and demonstrate understanding of most of the content of the interdisciplinary topics presented in the resource material. They also compare and contrast geographic, historical, artistic, social, or political features of target culture communities.
Calificación 4
(a) When planning, producing, and presenting written presentational communications, students at Achievement Level 4 use mostly paragraph-length discourse with appropriate use of some cohesive devices to explain, express opinions, describe, and narrate on familiar topics. They summarize multiple sources with limited integration of content to support their presentation.
(b) These students employ some communication strategies appropriately, such as paraphrasing and clarification; self-editing is often successful.
(c) They use simple and compound sentences and a few complex sentences with some accuracy; errors do not impede comprehensibility.
(d) They use vocabulary on a variety of familiar topics, including some culturally appropriate and idiomatic expressions related to topics of personal interest.
(e) They demonstrate generally consistent use of standard conventions of the written language (e.g., capitalization, orthography, accents); errors do not impede comprehensibility.
(f) . Errors in choice of register are infrequent, yet shifts between formal and informal registers may occur.
(g) They describe in some detail products or practices of the target culture(s), yet they may identify perspectives of the target culture(s) with some inaccuracies. They may compare and contrast some geographic, historical, artistic, social, or political features of target culture communities.
Calificación 3
(a) When planning, producing, and presenting written presentational communications, students at Achievement Level 3 use strings of sentences and a few basic cohesive devices to express personal opinions, describe, and narrate on familiar topics. They summarize content from sources to support their presentation.
(b) These students may employ some communication strategies appropriately, such as paraphrasing and clarification; self-editing is occasionally successful.
(c) They produce simple and compound sentences with the most accuracy in the present time and some accuracy in other time frames. Errors may impede comprehensibility.
(d) These students use vocabulary from familiar thematic word groups and occasionally incorporate some culturally appropriate and idiomatic expressions.
(e) Their use of standard conventions of the written language (e.g., capitalization, orthography, accents) is inconsistent, which may cause confusion for the reader.
(f) . Their choice of register may be inappropriate for the intended audience, and shifts between formal and informal registers occur.
(g) They identify some cultural products and practices of the target culture(s) and may identify a few common perspectives. They are also able to identify a few geographic, historical, artistic, social, or political features of target culture communities.
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