Name:________________________________

4 3 2 1
Exceeding Meeting Approaching Not Meeting
Standard Standard Standard Standard
Intro
The claim is clearly The claim is clearly The claim is not clearly The claim is missing.
written. written. written.

Students will be able to produce clear and coherent writing, Essay uses questions
in which the development organization and style are and/or a personal story to
appropriate to the audience. (CCS 6.4) hook the reader.

Reasons
Essay includes 3 or more Essay includes 3 or more Essay includes less than Essay includes no reasons
clear reasons and a clear reasons. three reasons and/or or reasons are un-
Students will be able to write arguments to support claims
counter-claim. reasons are unclear. connected to the claim.
with clear reasons and relevant evidence. (CCS 6.1 a-e)

Conclusion
Conclusion summarizes all Conclusion summarizes all Conclusion restates the Conclusion fails to restate
reasons given, restates the reasons given, restates the claim. the claim.
Students will be able to produce clear and coherent writing,
claim, and has a call to claim.
in which the development organization and style are action.
appropriate to the audience. (CCS 6.4)

Structure
N/A All paragraphs are at least One or more paragraphs are Essay is not written in
4 or more sentences long. less than 4 sentences long. paragraph form.
Students will be able to produce clear and coherent writing,
in which the development organization and style are
appropriate to the audience. (CCS 6.4)

Transitions
Essay includes transitions Essay includes transitions Essay is missing a Essay is missing more than
for every reason, the for every reason and the transition. one transition.
Students will be able to produce clear and coherent writing,
conclusion, and shift in conclusion.
in which the development organization and style are examples/thinking.
appropriate to the audience. (CCS 6.4)

Spelling/Grammar
The story has correct There are few spelling, There several spelling, Story has many spelling,
spelling, grammar, and grammatical or grammatical or grammar and punctuation
punctuation. Less than 3 punctuation errors which punctuation errors in the errors make reading
o Students will be able to plan, edit, re-write, revise, and re- mistakes. slow the reader down and story, which makes reading impossible/very
approach their writing. (CCS 6.5) make it difficult to and understanding it frustrating. 9 or more
understand. 4-6 errors. challenging. 7-9 errors. errors.
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