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iRubric: Organizational Model: Opinion rubric

iRubric: Organizational Model: Opinion rubric

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Organizational Model: Opinion 
Organizational Model
Argumentative Writing
Rubric Code: H2W89B6
By e12131
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Organizational Model
  Accelerating

4 pts

Mastering/Proficient

3 pts

Developing

2 pts

Beginning

1 pts

Outline Organization

Accelerating

The student's organization is very thorough, neat, and follows the model. All portions of the organizer are completely filled out with complete sentences. The student is able to organize details, data, and sources to support reasoning/claim. Student is able to support a peer with this process.
Mastering/Proficient

The student's organization is clear, neat, and follows the model. All potions of the model are appropriately filled in. The student is able to organize details, data, and sources to support reasoning/claim.
Developing

The model is somewhat messy and/or hard to understand. Writing partially follows the model. Student may have missing information in one or more of the model sections.
Beginning

The student was not able to complete the model. There is minimal information. Even with extensive support, student was not able to follow outline. (yet)
Introductory

Accelerating

The student demonstrates insightful understanding of the topic. The topic sentence is clear and the claim/supportive reasons promotes thought provoking questions/conversation.
Mastering/Proficient

The student provides a "lead" that engages the reader. The topic sentence introduces the topic for the essay and the claim states an opinion with two supportive reasons.
Developing

The introductory paragraph is missing the "lead" or topic sentence. The claim may be unclear or is only supported with one reason.
Beginning

The student's topic is unclear. It lacks a topic sentence or main idea. The student's writing is not consistent with the purpose or the audience. The claim is not supported by reasoning.
Details

Accelerating

The evidence strongly supports the claim/reason. Evidence may be cross-cited. The details are creatively written and information flows appropriately with argument.
Mastering/Proficient

Each reason is supported by two pieces of evidence. The evidence includes the source as well as data, direct quotes, and/or specific supportive details.
Developing

The student's details are false or disjointed.
The student may have omitted a source. Some evidence may be missing or does not support reasoning.
Beginning

The student uses minimal evidence or includes irrelevant evidence. Student did not follow the model outline. The details are copied directly from the source without quotation or citation.
Conclusion

Accelerating

The conclusion creatively restates the claim and supportive reasons. It may also summarize one or two pieces of evidence from the essay. It leaves the reader with a reflection or "call to action."
Mastering/Proficient

The conclusion restates the claim and supportive reasons. It leaves the reader with a reflection or "call to action."
Developing

The conclusion is a statement that directly copies the claim/reasons presented in the introductory. The reflection or "call to action" is missing.
Beginning

The student did not complete the conclusion (or conclusion statement).
Coherence

Accelerating

The student skillfully links ideas using grade-appropriate words, phrases and transitions.
The student's writing flows logically and coherently. The student is articulate when recalling information from their research.
Mastering/Proficient

The student uses some grade-appropriate linking words, phrases, and transitions.
Most of the writing flows logically and coherently, however, there may be a few choppy sections.
Developing

The student inconsistently uses linking words, phrases and/or transitions.
The model has many sections that may interfere with understanding.
Beginning

The student does not use linking words, phrases, or transitions.
The paragraphs unclear, choppy, and/or fragmented.
Conventions

Accelerating

The student uses correct capitals and punctuation with complete sentences. There are several sentence types within each paragraph.
Mastering/Proficient

There are minimal mistakes with complete sentences, grammar, and punctuation. Spelling does not interfere with readability.
Developing

There are a few grammatical errors. Sentences may not be complete or may be "run-on." Spelling interferes with readability.
Beginning

There are many mistakes with the mechanics and grammar. Other sentences are fragments and/or missing capitals or proper punctuation.




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