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  2. Minimum of 750 words, no more than 1250 words
  3. Font is Arial, with a point size 12
  4. Use standard margins: 1 inch from the left, right, and bottom edges Do not justify right margins
  5. Use double spacing
  6. Utilize a graphic organizer of your choice
  7. Follow the Army Writing Style and standard written English.
  8. Use the five (5) paragraph format
  9. Strong purpose statement

NCO Leadership Center of Excellence and U. S. Army Sergeants Major Academy

BASIC LEADER COURSE

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Form 1009W (SPECIAL) Writing Assessment STUDENT’S NAME:

ASSIGNMENT TITLE: Informative Essay DATE:

FACILITATOR’S NAME:

RATING: 5-ADVANCED 4-PROFICIENT 3-COMPETENT 2-DEVELOPING 1-LEARNING 0-NONPERFORMER

RANGE:

EARNED:

REQUIRED WRITING STANDARDS

PURPOSE: The specific reason explaining why the document, correspondence, or report is necessary.

ANALYSIS: Breaking down a situation, concept, or argument into its individual parts to examine how they relate to

one another.

SYNTAX: Clear sentence structure using all parts of speech, especially the use of active voice constructions

instead of passive voice.

CONCISION: The ability to infuse the greatest amount of information into the least amount of words.

ACCURACY: Using flawless spelling, punctuation, grammar, and mechanics. Also, fairly representing credible

sources (citations) using course requirements.

WRITING ASSIGNMENT DESCRIPTION:

Facilitator’s Comments:

Facilitator’s Signature:

Student’s Comments:

Student’s Signature:

Writing Standards – Assignment Scoring Sheet

Required U.S. Army Standards and Techniques 5 4 3 2 1 0

Advanced Proficient Competent Developing Learning Nonperformer

Purpose: The specific reason explaining why the document,

correspondence, or report is necessary.

Analysis: Breaking down a situation, concept, or argument into its

individual parts to examine how they relate to one another.

Syntax: Clear sentence structure using all parts of speech, especially

the use of active voice constructions instead of passive voice.

Concision: The ability to infuse the greatest amount of information

into the least amount of words.

Accuracy: 1) Using flawless spelling, punctuation, grammar, and

mechanics; 2) fairly representing credible sources using course

requirements.

Total:

Average:

Facilitator Comments:

If similarity reports indicate 50 percent or more, the facilitator will review the assessment for possible plagiarism.

1 Frontloading prioritizes information based on importance. For Army writing, the main point should appear as close to the front as conventions allow. Bottom Line up Front (BLUF) 2 Developing writers typically draw conclusions near the end of a section, paragraph, bullet point, or list. Learning writers tend to reach the main point in the middle of the document. 3 Analysis values based on AR 25-50 correspondence requirements; values may need adjusting for assignment specifics (content) 4 The logical times to use passive voice are when the subject (doer) is unknown, the receiver of action takes priority, or when using a commonly passive phrase (e.g. “I was deployed in

Afghanistan”). 5 Not all assignments require paragraphs. For whatever written units are required, the student should keep the writing as lean as possible. 6 Determine appropriate length (leanness) by convention; for example, paragraphs in correspondence should be no longer than 10 lines and 15 words (AR 25-50), whereas 15-20 lines and 24- 30 words are usually acceptable for academic work.

7 Count the number of errors by patterns, not instances. For example, misusing commas ten times still counts as a single error, because the multiple instances show a single pattern.

Criteria 5 – Advanced 4 – Proficient 3 – Competent 2 – Developing 1 – Learning 0-Nonperformer

Purpose:

“Bottom Line Up Front”

Author places the main

point within the top 2% of the document and

frontloads within sections,

paragraphs, bullet points and lists1

Author places the main point within the top 5% of

the document and usually

within subordinate units

Author places the main

point within the top 10% of

the document and mostly frontloads within

subordinate units

Author’s main point not

revealed until drawing conclusions and/or does

not frontload (strongest

points appear behind written units or conclusion)

Author places the main

point in the middle of the

document (11-89%) and/or does not frontload within

written units2

Author does not indicate the main point or it is too

broad/vague to recognize;

written units lack priority organization (neither

most/least important or vice

versa)

Analysis: Evidence and

Arguments

Argument is issue-focused

and analyzes data/primary

sources (roughly 80% analysis and 20%

summary/paraphrase)3

Argument is issue-focused

and analyzes data/primary

sources (roughly 70% analysis and 30%

summary/paraphrase)

Argument is issue-focused

and analyzes data/primary

sources; (roughly 60% analysis and 40%

summary/paraphrase)

Argument is issue-focused

and analyzes fact/primary

sources; paper is roughly 50% analysis, 50%

summary/paraphrase

No argument — paper relies

on opinion or speculation

instead of analysis (75%); summarizes secondary

sources (10-25%)

No argument — nearly

100% of the paper is either

opinion/speculation or a summary/paraphrase of

secondary sources

Syntax:

Effective

Sentence Constructions

Uses active voice primarily; passive voice

used rarely and logically.4

No visible patterns of sentence construction

errors

Uses active voice primarily; passive voice used rarely

and logically. One pattern

(2-3 similar sentence construction errors)

identified

Uses active voice primarily; passive voice used rarely

and logically. Two patterns

(2-3 similar sentence construction errors per

pattern identified

Uses active voice primarily; passive voice used where

active more logical. Three

patterns (2-3 similar sentence construction errors

per pattern) identified

Uses mix of active and passive voice; loss of

subject (doer of action)

loses meaning. Three patterns (2-3 similar errors

per pattern) identified

Paper fluctuates between

passive and active voice

throughout without apparent reason or control;

Four or more patterns (2-3

similar errors per pattern) identified

Concision: The Most

Information in

the Least Space

All written units (words,

sentences, bullet points or

paragraphs5) are lean6

One written unit exceeds the proscribed length

Two written units exceed the proscribed length

Three written units exceed the proscribed length

Four written units exceed the proscribed length

Five or more written units

exceed the proscribed

length

Accuracy: Reducing Reader

Distractions

Facilitator Discretion: Serious errors in formatting or citation may result in an automatic

0 for accuracy. Consult assignment requirements and policies.

Uses standard written

English with correct spelling, punctuation,

grammar, mechanics,

formatting, and citations without visible mistakes

Uses standard written English with no individual

errors; One pattern (2-3

similar errors) identified7

Uses standard written

English with few individual

errors in any area. Two patterns (2-3 similar errors

per pattern) identified

Deviates from standard

written English, formatting, or citations occasionally;

Three patterns (2-3 similar

errors per pattern) identified

Show multiple, repetitive

errors in using standard written English, formatting,

or citations; Four patterns

(2-3 similar errors per pattern) identified

Shows multiple, repetitive

errors in using standard written English, formatting,

or citations; Five or more

patterns (2-3 similar errors per pattern) identified

5 – Advanced

In addition to the “Proficient” criteria, “Advanced” writing shows clear and consistent mastery of the standards and

techniques. Work product is high quality, completely error-free, and exceeds all requirements.

Behavioral indicators include:

 80 – 100% of the document reflects the overall purpose, minus minimal deviations to display data.

 Title incorporates the argument or report issue, using key words defined in the paper.

4 – Proficient

Demonstrates the Army writing standard or technique accurately and efficiently. Work product is high quality, nearly

error-free except for minor or debatable stylistic mistakes. Addresses the issues of the assignment.

Behavioral indicators include:

 Strong analytical reasoning or organization; for arguments, this demonstrates a thorough understanding of all sides

of an issue without losing focus of the paper’s argument.

 Varied word choice, grammatical constructions, and sentence structure (as appropriate).

 Vocabulary appropriate for audience and technical information.

3 – Competent

Fully qualified in the Army writing standard or technique with reliable execution. Work product achieves requirements

suitable for the training environment with few patterns of error.

Behavioral indicators include:

 Establishes a single, sustained focus throughout with logical flow and transitions.

 All of the information supports the main idea

 Vocabulary appropriate for audience and technical information

2 – Developing

Demonstrates the Army writing standard or technique, though performance may be inconsistent throughout the document. Has several, repeated patterns of error that would be unacceptable in the field.

Behavioral indicators include:

 Commits several stylistic, rather than grammatical errors (e.g. sentences are grammatically correct, but could be

more concise; author uses passive voice correctly, but could rewrite the sentence more clearly in active voice).

 A pattern of sloppy execution – usually no more than 2-3 errors executed correctly in parts of the assignment and

incorrectly in others.

1 – Learning

Attempts, but does not correctly demonstrate the Army writing standard or technique. Work product shows deviation

from the assignment requirements or inability to achieve them between 50-75% of the paper content.

Behavioral indicators include:

 Excessive — but consistent — errors in spelling, punctuation, grammar, formatting or citation.

 Missing or does not execute key concepts; for example, relying on opinion and summary rather than analysis in an

argument.

0 – Nonperformer

Beginner-level writing struggles to demonstrate the Army writing standards and techniques. Writing may show serious deviations in standard formatting, frequent patterns of error in sentence construction, spelling, grammar, and mechanics

consistent with a raw draft.

Behavioral indicators include:

 Disorganized, erratic errors in spelling, punctuation, grammar, formatting or citation.

 Internal paragraph or sentence structures lack coherence (for example, switching topics or interjecting new

information mid-paragraph, or changing from plural to singular subjects in a sentence)

  1. STUDENTS NAME:
  2. FACILITATORS NAME:
  3. 5ADVANCEDRANGE:
  4. 4PROFICIENTRANGE:
  5. 3COMPETENTRANGE:
  6. 2DEVELOPINGRANGE:
  7. 1LEARNINGRANGE:
  8. 0NONPERFORMERRANGE:
  9. 5ADVANCEDEARNED:
  10. 4PROFICIENTEARNED:
  11. 3COMPETENTEARNED:
  12. 2DEVELOPINGEARNED:
  13. 1LEARNINGEARNED:
  14. 0NONPERFORMEREARNED:
  15. WRITING ASSIGNMENT DESCRIPTIONRow1:
  16. Facilitators Comments:
  17. Students Comments:
  18. AdvancedPurpose The specific reason explaining why the document correspondence or report is necessary:
  19. ProficientPurpose The specific reason explaining why the document correspondence or report is necessary:
  20. CompetentPurpose The specific reason explaining why the document correspondence or report is necessary:
  21. DevelopingPurpose The specific reason explaining why the document correspondence or report is necessary:
  22. LearningPurpose The specific reason explaining why the document correspondence or report is necessary:
  23. NonperformerPurpose The specific reason explaining why the document correspondence or report is necessary:
  24. AdvancedAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
  25. ProficientAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
  26. CompetentAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
  27. DevelopingAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
  28. LearningAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
  29. NonperformerAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
  30. AdvancedSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
  31. ProficientSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
  32. CompetentSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
  33. DevelopingSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
  34. LearningSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
  35. NonperformerSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
  36. AdvancedConcision The ability to infuse the greatest amount of information into the least amount of words:
  37. ProficientConcision The ability to infuse the greatest amount of information into the least amount of words:
  38. CompetentConcision The ability to infuse the greatest amount of information into the least amount of words:
  39. DevelopingConcision The ability to infuse the greatest amount of information into the least amount of words:
  40. LearningConcision The ability to infuse the greatest amount of information into the least amount of words:
  41. NonperformerConcision The ability to infuse the greatest amount of information into the least amount of words:
  42. AdvancedAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
  43. ProficientAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
  44. CompetentAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
  45. DevelopingAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
  46. LearningAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
  47. NonperformerAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
  48. Total:
  49. Average:
  50. Facilitator Comments:
  51. Date10_af_date:

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