3 2.5 2 1.
5 1
Exceptional Skill
Both elements are
exceptional.
Uses effective
hook/attention getter and
provides unexpected yet
appropriate background
information. Claim is
engaging, specific, and goes
beyond the obvious. Claim
directs the topic and
purpose. In argumentative or
Introduction persuasive, position is
and Thesis / obvious.
Claim
Main ideas stand out and are
Main Ideas varied and original.
Explores and enhances the
main ideas with a variety of
well-placed details and
examples. Provides
thorough, reasonable, and
Supporting logical elaboration
Details throughout.
Provides resolution/closure
by revisiting hook and/or
major details with fresh
phrasing. Persuasive
Conclusion includes a call to action.
Selects compelling evidence
from text to consistently
support purpose of writing.
If Text- Each body paragraph
Dependent: includes a quote(s), indirect
Selection of quote(s), or paraphrase(s)
Evidence from the text(s).
Consistently and skillfully
integrates well-placed
If Text- evidence from the passage,
Dependent: including appropriate source
Integration of information. Must include
Quotes / one direct quote and one
Paraphrases indirect quote or paraphrase.
Consistent use of
sophisticated transitional
strategies with variety to
Transitional clarify relationships between
Strategies and among ideas.
Vocabulary is precise, vivid,
active, unique, and natural,
enhancing the intended
Word Choice message.
Uses varied and complex
sentence structures and
beginnings crafted to guide
audience. There is a strong
Sentence sense of rhythm and pacing
Fluency throughout.
Writing is expressive,
engaging, and compelling
throughout. The writer is
aware of the audience,
communicating the message
Voice effectively and authentically.
Conventions Demonstrates strong
(Spelling, command of grade-level
Grammar, conventions. There may be a
Usage, few minor errors in
Punctuation, & mechanics, grammar, and
Capitalization) usage, but meaning is clear.
Mode
Prompt
0
Proficient Skill
Both elements are proficient.
Uses effective
hook/attention getter with
relevant, controlled
background information.
Claim is specific and directs
the topic and purpose. In
argumentative or persuasive,
position is obvious.
Main ideas are evident.
Explains main ideas with
predominantly relevant
details and examples.
Provides clear, reasonable,
and logical elaboration.
Links the conclusion directly
to introduction without
complete repetition; may
incorporate hook.
Persuasive may include a call
to action.
Selects evidence from text to
support purpose of writing.
Each body paragraph
includes a quote(s), indirect
quote(s), or paraphrase(s)
from the text(s).
Most direct quotes and/or
paraphrases from the text
are embedded effectively
with source credit into
sentences.
Use of effective transitional
strategies with some variety
to clarify relationships
between and/or among
ideas.
Vocabulary is accurate and
active, contributing to the
intended message with some
energizing words/phrases.
There may be instances of
repetition.
Uses varied sentence
structures and beginnings. A
few fragments, run-ons or
awkward structures. There
is a sense of rhythm and
pacing.
Writing is expressive but
may not be engaging. Writer
conveys his/her attitude
with appropriate voice in a
majority of the writing.
Demonstrates some
command of grade-level
conventions. Errors in
mechanics, grammar, and
usage occasionally impede
understanding, but meaning
is generally clear.
2 1
Follows mode throughout.
Addresses prompt and
follows directions.
Developing Skill
Both elements are developing
OR one element is missing.
Uses weak hook/attention
getter and/or background
information lacks control.
AND
Claim announces topic or the
claim is incomplete/topic is
implied.
OR
Missing one element: either
the introduction or the
thesis/claim is not present.
Main ideas are repetitive,
random, and/or lack focus.
Presents supporting details
in a repetitive or limited
manner, and/or details are
frequently irrelevant.
Provides limited elaboration,
which may be unclear or
disconnected.
Conclusion is ineffective,
awkward, or merely repeats
the introduction, claim, and
main ideas.
Selects evidence from text
that is disconnected from the
purpose or is inaccurately
represented. The writer did
not include enough evidence
within the body paragraphs.
Direct quotes are awkwardly
embedded, are not
integrated with student's
own writing, and/or no
source credit provided.
OR
No source credit provided
for paraphrases.
Use of basic, limited, or
inconsistent use of
transitional strategies.
Vocabulary is mostly
accurate but ordinary,
unnatural, or uses frequent
repetition. Wording seems
forced throughout.
Uses limited or repetitious
sentence structures and
beginnings. Awkward
structures require rereading.
There is a limited sense of
rhythm and pacing.
Writing is not expressive or
engaging. The writer may
convey his/her attitude
toward subject matter
without considering the
audience.
Demonstrates limited
command of grade-level
conventions. There may be
errors in mechanics,
grammar, and usage often
impeding understanding.
Part of the essay follows
mode.
Addresses prompt but does
not follow directions.
Not Evident
Neither introduction or
claim/thesis is present.
Main ideas are not
present. Ideas are
irrelevant thoughts.
Consistently includes
irrelevant details and/or
lacks supporting details.
Provides no elaboration
or reasoning.
Conclusion is not present.
No direct evidence from
the text. Does not use any
quotes, indirect quotes,
or paraphrases from the
text(s).
Does not embed any
direct quotes or
paraphrases from the
text.
Transitions are not
present.
Insufficient amount of
writing to score OR
Vocabulary is used
inaccurately, detracting
from the message.
Uses only fragments
and/or run-ons
throughout.
Insufficient amount of
writing to score
OR
Voice is completely
unacceptable.
Does not demonstrate
command of grade-level
conventions. Frequent
and varied errors in
mechanics, grammar, and
usage impede
understanding.
0
Does not follow mode.
Does not address prompt
or follow directions.