The writing The writing The writing The writing – – – – effectively introduces the claim(s) introduces the claim(s) introduces the claim(s) identifies the claim(s) organizes reasons and evidence organizes reasons and evidence organizes reasons and evidence in a has little or no evidence of purposeful clearly in a manner that supports the clearly manner that may lack cohesion (ideas organization writing task may be rambling and/or repetitive) uses words, phrases, and/or clauses effectively uses words, phrases, and/ to clarify the relationships among inconsistently uses words, phrases, or clauses to clarify the relationships claim(s) and reasons and/or clauses to clarify the among claim(s) and reasons relationships among claim(s) and provides a concluding statement or Organization reasons section that follows from the argument provides an effective concluding statement or section that follows from presented provides a sense of closure the argument presented The writing The writing The writing The writing – – – – demonstrates an exemplary command demonstrates a command of standard demonstrates a limited and/or demonstrates a weak command of of standard English conventions English conventions; errors do not inconsistent command of standard standard English conventions; errors interfere with understanding English conventions; errors may interfere with understanding skillfully employs language and tone interfere with understanding appropriate to audience and purpose employs language and tone employs language and tone that are appropriate to audience and purpose inappropriate to audience and inconsistently employs language and has sentences that are skillfully tone appropriate to audience and purpose constructed with appropriate variety in has sentences that are generally purpose length and structure complete with sufficient variety in has frequent and severe sentence length and structure has some sentence formation errors formation errors and/or a lack of provides basic bibliographic and/or a lack of sentence variety sentence variety information for sources* provides basic bibliographic Language/Conventions information for sources* attempts to provide basic fails to provide basic bibliographic bibliographic information for sources* information for sources* * If applicable Added by NCSD#1 ∆ Argumentation/Opinion Text-Based Writing Rubric Grade 6
Organization The writing – effectively introduces the claim(s) organizes reasons and evidence clearly in a manner that supports the writing task effectively uses words, phrases, and/ or clauses to clarify the relationships among claim(s) and reasons provides an effective concluding statement or section that follows from the argument presented The writing – introduces the claim(s) organizes reasons and evidence clearly uses words, phrases, and/or clauses to clarify the relationships among claim(s) and reasons provides a concluding statement or section that follows from the argument presented The writing – introduces the claim(s) organizes reasons and evidence in a manner that may lack cohesion (ideas may be rambling and/or repetitive) inconsistently uses words, phrases, and/or clauses to clarify the relationships among claim(s) and reasons provides a sense of closure The writing – identifies the claim(s) has little or no evidence of purposeful organization Language/Conventions The writing – demonstrates an exemplary command of standard English conventions skillfully employs language and tone appropriate to audience and purpose has sentences that are skillfully constructed with appropriate variety in length and structure provides basic bibliographic information for sources* The writing – demonstrates a command of standard English conventions; errors do not interfere with understanding employs language and tone appropriate to audience and purpose has sentences that are generally complete with sufficient variety in length and structure provides basic bibliographic information for sources* The writing – demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding inconsistently employs language and tone appropriate to audience and purpose has some sentence formation errors and/or a lack of sentence variety attempts to provide basic bibliographic information for sources* The writing – demonstrates a weak command of standard English conventions; errors interfere with understanding employs language and tone that are inappropriate to audience and purpose has frequent and severe sentence formation errors and/or a lack of sentence variety fails to provide basic bibliographic information for sources* * If applicable ∆ Added by NCSD#1 Argumentation/Opinion Text-Based Writing Rubric Grade 6