iRubric: Editorial Writing rubric

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Editorial Writing

8th Grade students will write an editorial communicating an opinion which is related to the exercise of First Amendment rights and backed by research and which employs ethos, logos, or pathos.

Rubric Code: CX39AXX

By LeahCS

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 6-8

Editorial Writing
	Exceeds 4 pts	Meets 3 pts	Progressing 2 pts	Beginning Understanding 1 pts	Failing 0 pts
Ideas	Exceeds Title is expressed in formal language and previews the subject matter. Leads with an objective explanation of the issue at hand, including the 5 Ws and the H and using the most effective facts and quotations.	Meets Title is expressed in formal language and hints at the subject matter. Leads with an objective explanation of the issue at hand, including the 5 Ws and the H and using only relevant facts and quotations.	Progressing Title is present and hints and the subject matter. Leads with an objective explanation of the issue at hand, including some of the 5 Ws and the H and using mostly relevant facts and quotations.	Beginning Understanding Title is present. Leads with an explanation of the issue at hand, including some factual details	Failing Work is without an original title. Leads with an introduction of the issue at hand
Ideas, cont.	Exceeds Clear position stated and reinforced throughout Position is supported with at least four strong, debatable reasons Reasons are supported with at least six strong, persuasive pieces of evidence Effectively uses ethos, pathos, logos (persuasive techniques), or some combination thereof to appeal to the reader Addresses and refutes counterarguments effectively	Meets Clear position stated in multiple ways Position is supported with at least three debatable reasons Reasons are supported with at least five strong pieces of evidence Appropriately uses persuasive techniques to appeal to the reader Addresses counterarguments appropriately	Progressing Clear position stated in one way Position is supported with at least two mostly debatable reasons Reasons are supported with at least four strong pieces of evidence Sincerely attempts to use persuasive techniques to appeal to the reader Attempts to address counterarguments	Beginning Understanding Position is not entirely clear Reason(s) not debatable or unclear Reasons are supported with a minimal (three or fewer) range of evidence Superficial attempt to use persuasive techniques to appeal to the reader Counterarguments are acknowledged	Failing Position is not clear Reasons are missing or unclear Reasons are not supported by researched evidence No clear attempt at persuasive techniques Ineffectively refers to counterarguments
Organization	Exceeds Effective structure and length of paragraphs and evidence Introduction hooks reader well, conveys position Conclusion restates position and leaves the reader thinking	Meets Clear structure and length of paragraphs and evidence Introduction hooks reader, presents position Conclusion restates position, attempts to leave reader thinking	Progressing Order and length of paragraphs and evidence is inconsistent Introduction hooks reader, has unclear position Conclusion restates position and ends with interesting information	Beginning Understanding Order and length of paragraphs and evidence unclear Introduction hooks reader or presents position Conclusion restates position	Failing Ineffective or missing paragraph structure Introduction does not hook reader or have position Conclusion does not restate opinion
Word Choice	Exceeds Word choice and tone is specific, appropriate for audience	Meets Word choice and tone is specific, mostly appropriate for audience	Progressing Word choice and tone is mostly specific, appropriate for audience	Beginning Understanding Word choice and tone is vague or not appropriate for audience	Failing Word choice and tone is not relevant or appropriate for audience
Sentence Fluency	Exceeds Sentence variety is purposeful and enhances meaning; no incomplete sentences	Meets Sentence variety is used effectively; no incomplete sentences	Progressing Sentence variety is sometimes used well; some incomplete sentences around quotes	Beginning Understanding Sentences are repetitive, incomplete or rambling	Failing Sentences do not make sense
Conventions	Exceeds Follows spelling and punctuation rules; few mistakes do not interfere with meaning Cites sources in context and on a works cited page	Meets Follows spelling and punctuation rules; several mistakes do not interfere with meaning Cites most sources in context and on a works cited page	Progressing Sometimes follows spelling and punctuation rules; several mistakes interfere with meaning Attempts to cite all sources appropriately	Beginning Understanding Rarely follows rules for spelling and punctuation; many mistakes interfere with meaning Some attempt at citing sources appropriately	Failing Does not follow rules for spelling and punctuation; meaning is unclear Negligible attempt at citing sources appropriately
Research & Citation	Exceeds Student draws on the most effective data from credible sources, fully supporting their argument. Sources (between three and seven) are cited in MLA format on a Works Cited page and with in-text citation	Meets Student draws on mostly effective data from mostly credible sources, supporting their argument. Sources (between three and seven) are cited in MLA format on a Works Cited page and with in-text citation	Progressing Student draws on relevant data from mostly credible sources, supporting their argument. Sources (between two and five) are cited in MLA format on a Works Cited page and with in-text citation	Beginning Understanding Student draws on mostly relevant data from mostly credible sources, supporting their argument. Sources (between two and five) are cited in MLA format on a Works Cited page or with in-text citation	Failing Student draws on somewhat relevant data from some credible sources, supporting their argument. Sources (between two and four) are improperly cited in MLA format on a Works Cited page or with in-text citation

Subjects:

English

Types:

Writing

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