Persuasive writing scoring guide
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The scoring guide evaluates persuasive essays across six components: Focus, Organization, Sentence Fluency and Word Choice, and Conventions. A score of 6 indicates clear focus, strong organization with effective transitions, varied sentence structures and word choice. Minor errors do not interfere with understanding. A score of 3 suggests an uneven essay with some disjointed parts and simple structure. Frequent grammatical errors sometimes interfere with understanding. A score of 1 exhibits little organization and numerous errors that prevent full comprehension.
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Similar to Persuasive writing scoring guide
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The response provides a comprehensive summary of the document in 3 sentences:
It accurately summarizes the key aspects of the rubric such as its evaluation of ideas, organization, details and clarity on a scale of 100 to 50. It also briefly outlines the rubric's assessment of elements like thesis statement, topic development, paragraph development, transitions, writing organization, style, conclusion and grammar. The summary captures the essential information while being concise.
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Traits
10 points
8 points
5 points
2 point
Idea/Content
Engages the reader with a clear thesis or purpose.
Information is clearly related to the topic.
Relevant evidence and details are strong and used to support the thesis or purpose.
Engages the reader with a thesis or purpose.
Information stated is related to the topic.
Relevant evidence and details support the thesis or purpose.
Attempts to engage the reader with a thesis or purpose.
Information stated is limited in relationship to the topic.
Relevant evidence and details are weak and don’t always support the thesis or purpose.
Little attempt to engage the reader; no thesis or purpose.
Information stated does not related to the topic.
Relevant evidence and details are lacking.
Organization
Organization is clear including compare and contrast or organization by categories, and transitional expressions.
Offers a creative engaging beginning and concluding paragraph that summarizes the thesis or purpose.
Organization is clear and may include use of compare and contrast, organization by categories, and transitional expressions.
Offers an engaging beginning and a concluding paragraph that summarizes the thesis or purpose.
Organization may be hampered by minimal details and weak transitional expressions.
Attempts a beginning and conclusion.
Organization is lacking and interferes with understanding.
Conclusion is not drawn or reached.
Sentence Fluency
Demonstrates consistent variety and complexity of sentence structure.
Demonstrates variety and complexity of sentence structure.
Demonstrates sentences that are understandable.
Sentences are short, repetitive, and lack variety and complexity.
Demonstrates awkward choppy and run-on sentences.
No variety or complexity.
Word Choice
Uses precise and creative verbs, adverbs, nouns, and adjectives; the message is clear.
Uses adequate verbs, adverbs, nouns, and adjectives; the message is clear.
Uses limited word choice; the message is dull or unclear.
Uses dull, repetitive word choice; the message is confusing.
Convention
Spelling, capitalization, punctuation, paragraphing and grammar are effective and make the paper easy to read and understand.
Contains few if any errors in conventions.
Spelling, capitalization, punctuation, paragraphing and grammar are mostly correct.
Errors don’t make writing difficult to read and doesn’t interfere with the meaning.
Spelling, capitalization, punctuation, paragraphing, and grammar create problems that slow the reader or cause confusion.
Contains frequent convention errors that are noticeable.
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Sac persuasive letter assignment industrial revolution
The document provides a writing prompt and rubric for writing a persuasive letter to an elected official from the period of the Industrial Revolution stating a position on either the benefits or harms of the Industrial Revolution. Students are asked to fully develop their main ideas with supporting evidence in 3 or fewer paragraphs, clearly articulate their thesis, use transitions to enhance meaning between paragraphs, and follow standard rules of grammar, capitalization, punctuation and spelling. The letter will be assessed based on how well it meets the criteria in the provided rubric.
Reflective Writing Rubric
The rubric assesses reflective writing skills across 5 levels for 4 criteria: depth of reflection, use of textual evidence, language use, and conventions. For each criteria, level 5 demonstrates thorough understanding and mastery, level 4 demonstrates thoughtful understanding, level 3 demonstrates basic understanding, level 2 demonstrates limited understanding requiring revision, and level 1 demonstrates little understanding requiring revision.
IELTS_task_2_Writing_band_descriptors.pdf
This document provides a summary of the band descriptors used to evaluate IELTS writing tasks. It outlines 9 bands, with band 9 being the highest level of achievement. For each band it describes the criteria in the areas of task achievement, coherence/cohesion, lexical resource, and grammatical range. The higher the band, the more fully the task is addressed, the more cohesive and well-organized the response is, the wider the vocabulary used, and the greater the variety and accuracy of grammar and syntax. Lower bands are characterized by incomplete or minimal responses, limited vocabulary and grammatical errors.
Blog rubric french blogs
This rubric evaluates blog posts on a scale of 1 to 10 in several categories:
1) Personal connection to the issues raised in texts, ranging from no personal response to extensive evidence of personal growth.
2) Grammar, spelling, and conventions, ranging from incorrect grammar to very good command of the language.
3) Application of theory, from making no reference to outside readings to relating readings to different contexts.
4) Knowledge, from not comprehending texts to making insightful inferences about deeper meanings.
5) Analysis, from being unable to express opinions to clearly expressing arguments and responses in writing.
Midterm presentation rubric
This rubric provides a scoring guide for a midterm presentation with categories including visual organization, opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality of topic choice, delivery elements like eye contact and voice, and use of filler words. Presentations are scored on a scale of 1 to 4, with 4 being expert-level achievement of the criteria in the category. The rubric also includes space for self-evaluation and peer evaluation scores.
RUBRICS - ALL GRADES
The document contains rubrics for evaluating writing, speaking, and blog presentations.
The writing rubric assesses ideas/content, organization, voice, word choice, sentence fluency, conventions, and publishing/finished look.
The speaking rubric evaluates objectives, preparation, structure, comprehension, verbal techniques, fluency, and presentation.
The blog presentation rubric examines publishing/finished look criteria like visual presentation, formatting, and personality.
Analitic rubrics
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating an essay assignment and measures layout, language use, use of evidence, and coherence. The second rubric evaluates a reading assignment based on use of reading strategies, interpretation, analysis, and genre identification. Both rubrics assess students on a scale of excellent to unsatisfactory based on demonstration of skills taught in class.
Analitic rubrics
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating essays and measures layout, use of language, use of evidence, and coherence. The second rubric evaluates reading comprehension based on use of reading strategies, interpretation, analysis, and understanding of genres. Both rubrics assess students on a scale of excellent to unsatisfactory.
Kennedy presenting group rubric for romantic seminar discussions september oc...
The document provides a rubric for evaluating student participation and performance in a seminar discussion on romantic literature. It rates students as seminar masters, standards, novices, or not ready for a seminar based on their conduct, speaking skills, preparation, presentation, outline, and organization. A seminar master demonstrates respect, patience, and involvement of others, while a novice may be impatient or argumentative and not contribute effectively to discussion.
WOU First Year Writing Trait-Based Rubric for Academic Essays .docx
WOU First Year Writing Trait-Based Rubric for Academic Essays
Version 2.0, Fall 2013
CONTENT
4 3 2 1
<<< High Quality Low >>>
Topic
Focused
Responsive
Identifies and focuses
a topic clearly, and is
appropriately specific.
Provides a complete
and thoughtful
response to the task.
Identifies and focuses a
topic, but may be
insufficiently clear or
specific.
Addresses key features
of the writing task.
Identifies a topic, but
may be peripheral, lack
focus, and/or too
general.
Addresses some
aspects of the task.
Lacks an identifiable,
focused topic.
Does not answer the
question or substitutes a
simpler writing task.
Thesis
Defensible
Analytical/
Evaluative
Thought-
provoking
Asserts a defensible,
thought-provoking
claim and shows
reasonableness and
complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
Shows originality in
viewpoint and/or voice.
Asserts a defensible
claim, shows
reasonableness, but
may lack development
or complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
May lack originality in
viewpoint and/or voice.
Asserts a defensible
claim, but may be overly
broad, general, or
simplistic; may lack
development and/or
reasonableness.
Stance lacks analysis,
evaluation, and/or
synthesis; may weakly
indicate the need to
explain, prove, or
validate assertion.
Minimal originality in
viewpoint and/or voice.
Asserts the obvious or
lacks connection to an
issue. May generate a
May express a vague,
general, or undeveloped
stance.
Lacks originality in
viewpoint and/or voice.
Global
Development
& Support
Intro/Concl.
Relevance
Progression
Coherence
Reasoning
Introduction and
conclusion frame and
develop the topic and
Chooses relevant
evidence for purpose,
stance, and audience.
Develops a complex
view of the topic.
Integrates evidence
and ideas smoothly.
Develops a complete
reasoning pathway that
contains logical follow
through, considers
multiple points of view,
and examines
assumptions.
Introduction and
conclusion contribute to
development of topic.
Offers appropriate
support; may use varied
forms of evidence.
Stays on topic and
furthers the discussion.
Links evidence and
ideas.
Develops a logical
reasoning pathway with
minor gaps or leaps
while addressing other
points of view.
Has an identifiable
introduction and
conclusion.
May rely on observation
or example from source
with general, vague, or
unreflective inference or
opinion.
Inserts occasional
information that is
tangential or
disconnected.
A.
Rubric oral presentation (4 point scale)
This rubric evaluates oral presentations across several categories:
- Organization: Presentations should have a clear introduction and conclusion with main points identified and supported. Transitions between points should be used.
- Nonverbal communication: Eye contact, gestures, and posture should be appropriate. Visual aids, if used, should enhance the presentation without errors.
- Verbal delivery: Speakers should be confident with controlled volume, pace and tone. Language should be clear without distracting filler words. Pronunciation of terms should be understandable.
- Documentation: All sources should be properly cited both orally and in writing.
Creative Drama Rubrick
This rubric evaluates students on 10 skills related to creative drama activities:
1) Concentration and believability in drama activities.
2) Use of sensory recall to create believable pantomimes.
3) Use of appropriate language to communicate thoughts, feelings, and character.
4) Expression of original and imaginative ideas in discussions and activities.
5) Contribution to planning and performing scenes developed in small groups.
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Sac persuasive letter assignment industrial revolution
Sac persuasive letter assignment industrial revolution
Kennedy presenting group rubric for romantic seminar discussions september oc...
Kennedy presenting group rubric for romantic seminar discussions september oc...
WOU First Year Writing Trait-Based Rubric for Academic Essays .docx
WOU First Year Writing Trait-Based Rubric for Academic Essays .docx
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Persuasive writing scoring guide
- 1. Persuasive Writing Scoring Guide COMPONENT 6 5 4 3 2 1 Focus Takes a clear Takes a clear Takes a clear Takes a position Takes a position, Attempts to take a position and position and position and and provides but essay is position (addresses supports it supports it with supports it with uneven support; underdeveloped. topic), but position consistently with relevant reasons some relevant may lack is very unclear OR well-chosen and/or examples reasons and/or development in takes a position, reasons and/or through much of examples; there is parts or be but provides examples; may use the essay. some development repetitive OR essay minimal or no persuasive strategy of the essay. is no more than a support; may only to convey an well-written paraphrase the argument. beginning. prompt. Organization Is focused and well Is well organized, Is generally Is organized in Is disorganized or Exhibits little or no organized, with but may lack some organized, but has parts of the essay; unfocused in much apparent effective use of transitions. few or no other parts are of the essay OR is organization. transitions. transitions among disjointed and/or clear, but too brief. sections. lack transitions. Sentence Consistently Exhibits some Most sentences are Sentence structure Sentences lack Sentences run-on exhibits variety in variety in sentence well constructed may be simple and formal structure; and appear Fluency and sentence structure structure and uses but have similar unvaried; word word choice may incomplete or Word Choice and word choice. good word choice; structure; word choice is mostly often be rambling; word occasionally, words choice lacks variety accurate. inaccurate. choice may be may be used or flair. inaccurate in much inaccurately. or the entire essay. Conventions Errors in grammar, Errors in grammar, More frequent Errors in grammar, Errors in grammar, Errors in grammar, spelling, and spelling, and errors in grammar, spelling, and spelling, and spelling, and punctuation are punctuation do not spelling, and punctuation punctuation punctuation few and do not interfere with punctuation, but sometimes interfere with prevent reader interfere with understanding. they do not interfere with understanding in from fully understanding. interfere with understanding. much of the essay. understanding understanding. essay.