Score 3 2 1 0
• Writer’s opinion/argument is clearly • Writer’s opinion/argument is present • Writer’s opinion/argument is present • An opinion/argument may be
stated and effectively developed. but may not be fully developed. but not clearly developed. present.
Focus is maintained throughout. Focus may not be maintained • An introduction or conclusion may be • Organizational structure is not
• Organization is meaningful and consistently. present, but organization is minimal, present. Response does not include
appropriate. Structure clearly • Organizational structure is apparent missing, or not appropriate to the an introduction and conclusion.
supports the opinion/argument and but may not be purposeful and may writing purpose. • Evidence is missing or unrelated to
includes an effective introduction not always develop the opinion/ • Text-based evidence may be the opinion/argument.
and conclusion. All writing and ideas argument. Response includes an presented, but it is insufficient, is • Response shows that writer does not
are logically related. introduction and conclusion, but irrelevant, or does not support the understand the writing purpose.
• Supporting evidence is explicit, overall development of ideas may not opinion/argument. • Writer’s ideas are not logical or are
carefully selected, and relevant. be fully logical. • Writing is vague or unclear. Word unclear.
Response includes text-based • Supporting evidence is basic and choice is ineffective and may affect
evidence that is clearly connected to may sometimes be irrelevant. The writer’s message. If a response receives 0 points in the
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and supports the opinion/argument. response may include some evidence Development and Organization of Ideas
• Writer’s ideas are specific and to support the opinion/argument, section, the response will receive 0
purposeful. Word choice is but it is not always explicit. points in the Conventions section.
meaningful and contributes to a clear • Word choice may be vague and
Development and Organization of Ideas
R2
response. Writing conveys the writer’s sometimes unclear. At times, writing
ideas and contributes to the overall may be ineffective, interfering with
quality and clarity of the response. writer’s overall message.
Score 2 1 0
Response may have a few errors, but those Response has noticeable errors, but the writer Response contains many errors, and these
errors do not impact the quality or the reader’s generally conveys their ideas. Writing may show errors impact the clarity of the writing and the
understanding of the writing. Writing shows inconsistent implementation of grade-level reader’s understanding of the writing. Writing
consistent implementation of grade-level conventions, including limited use of correct demonstrates little to no implementation of
conventions, including correct grammar, grammar, punctuation, spelling, capitalization, and grade-level conventions, including little or no
Opinion/Argumentative Writing Rubric
punctuation, spelling, capitalization, and sentence sentence construction. evidence of correct grammar, punctuation,
construction. spelling, capitalization, and sentence construction.
Conventions
Rubrics