iRubric: NYS Grade 6-8 Expository Writing Evaluation Rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

NYS Grade 6-8 Expository Writing Evaluation Rubric

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

Rubric Code: LX32585

By pdtivers

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 6-8

Criteria
	CCLS (N/A)	4 Essays at this level: 4 pts	3 Essays at this level: 3 pts	2 Essays at this level: 2 pts	1 Essays at this level: 1 pts	0 Essays at this level: 0 pts
CONTENT AND ANALYSIS	CCLS W.2 R.1–9	4 Essays at this level: —clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose —demonstrate insightful analysis of the text(s)	3 Essays at this level: — clearly introduce a topic in a manner that follows from the task and purpose —demonstrate grade-appropriate analysis of the text(s)	2 Essays at this level: —introduce a topic in a manner that follows generally from the task and purpose —demonstrate a literal comprehension of the text(s)	1 Essays at this level: —introduce a topic in a manner that does not logically follow from the task and purpose —demonstrate little understanding of the text(s)	0 Essays at this level: —demonstrate a lack of comprehension of the text(s) or task
COMMAND OF EVIDENCE:	CCLS W.9 R.1–9	4 Essays at this level: —develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s) —sustain the use of varied, relevant evidence	3 Essays at this level: —develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) —sustain the use of relevant evidence, with some lack of variety	2 Essays at this level: —partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant —use relevant evidence inconsistently	1 Essays at this level: —demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant	0 Essays at this level: —provide no evidence or provide evidence that is completely irrelevant
COHERENCE, ORGANIZATION & STYLE:	CCLS W.2 L.3 L.6	4 Essays at this level: —exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning —establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice —provide a concluding statement or section that is compelling and follows clearly from the topic and information presented	3 Essays at this level: —exhibit clear organization, with the use of appropriate transitions to create a unified whole —establish and maintain a formal style using precise language and domain-specific vocabulary —provide a concluding statement or section that follows from the topic and information presented	2 Essays at this level: —exhibit some attempt at organization, with inconsistent use of transitions —establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary —provide a concluding statement or section that follows generally from the topic and information presented	1 Essays at this level: —exhibit little attempt at organization, or attempts to organize are irrelevant to the task —lack a formal style, using language that is imprecise or inappropriate for the text(s) and task —provide a concluding statement or section that is illogical or unrelated to the topic and information presented	0 Essays at this level: —exhibit no evidence of organization —use language that is predominantly incoherent or copied directly from the text(s) —do not provide a concluding statement or section
CONTROL OF CONVENTIONS:	CCLS W.2 L.1 L.2	4 Essays at this level: —demonstrate grade-appropriate command of conventions, with few errors	3 Essays at this level: —demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension	2 Essays at this level: —demonstrate emerging command of conventions, with some errors that may hinder comprehension	1 Essays at this level: —demonstrate a lack of command of conventions, with frequent errors that hinder comprehension	0 Essays at this level: —are minimal, making assessment of conventions unreliable

Subjects:

English

Types:

Writing

Discuss this rubric