S9 Features and Components xxiii © by Vista Higher Learning, Inc. All rights reserved. Unit 4 Writing Rubric ENGAGE Engage with Writing CHAPTER 4 Writing Rubric Organization Development of Ideas Vocabulary & Word Choice Language Conventions • begins with a claim • states a precise claim that presents a clear opinion or viewpoint • includes words and phrases that anticipate the audience’s knowledge level, concerns, and values • uses correct spelling, capitalization, and punctuation • includes an explanation of the significance of the claim • supports the claim with reasons and evidence • includes words and phrases that appeal to logic and emotions • uses correct grammar, avoiding sentence fragments, comma splices, and run-on sentences • presents reasons and evidence in logical order • includes and rebuts a counterclaim • includes words and phrases that appeal to credibility • demonstrates cohesive writing with sentences combined in logical ways • explains a strength and a limitation of each side Score for Organization _______ Score for Development of Ideas _______ Score for Vocabulary & Word Choice _______ Score for Language Conventions _______ Scoring Guidelines 5 = excellent (no errors; can be clearly understood) 4 = very good (a few errors; can be clearly understood most of the time) 3 = good (several errors; can be mostly understood) 2 = average (many errors; difficult to understand) 1 = needs improvement (many errors; cannot be understood) Total Score = / 15 Comments: Name ______________________________________________ Date ______________________ Engage Chapter 4 Self-Evaluation Check (ü) what you can do. Review what you cannot do. I can . . . Yes No I can use word parts (roots and etymology) and collocations to determine the meaning of everyday and cross-disciplinary words in a text. I can analyze how nonfiction arguments are created to meet a purpose through characteristics of the genre. I can analyze the argument and claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. I can analyze how an author uses rhetoric to advance a point of view or purpose. I can analyze media to understand how spoken and multimodal texts are created to meet a purpose. I can evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. I can present claims clearly, concisely, and logically in a debate so that listeners can follow the line of reasoning. I can demonstrate command of English grammar with independent and dependent clauses when writing or speaking. I can paraphrase central ideas in a science text to help explain how or why a phenomenon occurs. I can analyze a social studies text for logical relationships among contributing factors, causes, or related concepts. I can identify and understand concepts in a mathematical text. I can identify the main ideas and details in a text about manufacturing to better understand career pathways. I can demonstrate command of English grammar when writing by correctly combining sentences and avoiding run-ons, comma splices, and fragments. I can write an argument essay to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. I can develop and strengthen writing as needed by planning, revising, and editing. Answer the questions. What was easy for you? What was difficult for you? Instructor Resources The Supersite provides a range of instructor resources that streamline lesson planning and support all learners. These resources are easily accessible and often editable, allowing instructors to adapt materials as needed. Key Resources • Diagnostic Test: This test enables instructors to identify each student’s strengths and areas for development, providing targeted insights for personalized instruction. • Self-Evaluations: Self-Evaluation Checklists guiding students in their self-reflection, metacognition, and goal-setting for the learning objectives in each section. • Student Rubrics: Oral Presentation and Writing Rubrics provide scoring guidance for the writing and oral presentation projects in each chapter of the textbook. • Glossaries: Vocabulary glossaries from the textbook in many students’ home languages. Integrated Reading and Writing Skills for College Students ENGAGE Integrated Reading and Writing Skills for College Students vistahigherlearning.com ENGAGE Integrated Reading and Writing Skills for College Students Online Student Store Save time and money —buy direct at vistahigherlearning.com/store When students log in, they will find: • Student Dashboard with instructor’s assignments and messages for helpful planning and feedback • vText—the interactive, online Student Edition for active reading and writing practice • WebSAM—the online Practice Book with targeted exercises to reinforce vocabulary, grammar, listening comprehension, and writing skills • Online assessments that track progress and development from chapter to chapter The Engage Supersite: Practice, Reinforce, Succeed Visit vhlcentral.com to get started. Empowering learners to succeed in college and beyond Engage is a comprehensive integrated reading and writing program designed to prepare all learners for college and career success. With purposeful supports for multilingual and native English-speaking students, Engage builds essential skills in vocabulary, reading, listening, speaking, writing, and grammar—empowering students to thrive in college and beyond. ENGAGE ENG1e_SE_CVR_PB.indd 10-12 17/10/25 10:31 AM
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