iRubric: EDITORIAL Rubric

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EDITORIAL Rubric

Directly taken from Oregon State Writing Standards; modified to reflect focus on arguing for change (based on infographic)

Rubric Code: FXA8C4B

By ThomRok

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

ARGUING FOR CHANGE
	4 (N/A)	3.5 (N/A)	3 (N/A)	2.5 (N/A)	2 (N/A)
Ideas & Content Specifics of topic are sufficiently present to make clear to all what is at stake	4 The writing is exceptionally clear, focused and interesting. Main ideas stand out and are supported by strong, carefully-chosen and accurate details.	3.5 The writing is clear, focused and interesting. Main ideas are supported by well-chosen details.	3 The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be rather general.	2.5 The reader can understand the main ideas, although they may be overly broad or simplistic. Supporting detail is often limited, overly general, or occasionally off-topic.	2 Main ideas are somewhat unclear or development is attempted but minimal; extensive repetition.
Author's Purpose WHO are you hoping to reach with this editorial?	4 Establishes & maintains an authentic, insightful purpose, carefully focused throughout; vivid awareness of audience needs, sustains distinctive & appropriate tone, always using language precisely suited to task.	3.5 Establishes & maintains an authentic, consistent purpose, usually focused throughout; strong awareness of audience needs, sustains appropriate tone, frequently using language suited to task.	3 Establishes & maintains (inconsistently) an authentic purpose throughout; awareness of audience needs; conveys appropriate tone, with general use of language suited to task.	2.5 Attempts to establish & maintain a narrowed purpose, some lapses in focus; indicates some awareness of audience needs; approaches suitable tone, but little use of language specific to task.	2 Attempts to establish suitable purpose (not well maintained); numerous lapses in focus & tone; inconsistent awareness of audience needs; no use of language specific to task.
Organization How ideas are structured	4 The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily.	3.5 The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text.	3 Organization is clear and coherent. Order and structure are present, but may seem formulaic.	2.5 An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.	2 The writing lacks a clear organizational structure. The reader has to reread substantial portions, or the piece is too short to demonstrate organizational skills.
Conventions Spelling, punctuation, grammar/usage, capitalization, etc.	4 Strong control: Errors are so few and so minor that the reader can easily skim right over them.	3.5 Good control: Errors are few and minor. Conventions support readability; little need for editing.	3 Moderate control: Significant errors do not occur frequently. Minor errors, while perhaps noticeable, do not impede readability; moderate need for editing.	2.5 Limited control: Errors begin to impede readability; significant need for editing.	2 Little control: Frequent, significant errors impede readability; substantial need for editing.

Subjects:

English

Types:

Writing

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