Includes a central claim or implicit controlling idea. Lacks a recognizable introduction and conclusion. Shows a good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing.
May lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response. The response demonstrates general and vague word choice; word choice may be poor or inaccurate.
The response may deviate noticeably from a formal style and objective tone.
Shows a strong command of the conventions of standard written English and is free or virtually free of errors. May lack a clear central claim or controlling idea. Includes a skillful introduction and conclusion. Includes a precise central claim.
Is mostly cohesive and demonstrates effective use and control of language. Lacks variety in sentence structures; sentence structures may be repetitive.
Shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing. Is cohesive and demonstrates a highly effective use and command of language. Has variety in sentence structures. Includes an effective introduction and conclusion.
The response may lack a formal style and objective tone. The response does not have a discernible progression of ideas.
Score of 2 Demonstrates little or no cohesion and limited skill in the use and control of language. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay.
Demonstrates general or vague word choice; word choice may be repetitive. Demonstrates little or no cohesion and inadequate skill in the use and control of language.
The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay. The response demonstrates a consistent use of precise word choice.
Has a wide variety in sentence structures. Shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding. The response maintains a formal style and objective tone.
Has limited variety in sentence structures; sentence structures may be repetitive. The response demonstrates some precise word choice.
The response may demonstrate some progression of ideas within paragraphs but not throughout the response.High-scoring essays thoroughly address all the tasks of the essay prompt in well-organized responses.
The writing demonstrates stylistic sophistication and control over the elements of effective writing, although it is not necessarily faultless.
Rubric for Opinion Writing—Third Grade Grade 1 (1 point) pts Grade 2 (2 points) pts Grade 3 (3 points) pts Grade 4 (4 points) score. English II Persuasive Prompt. Read the following quotation. In addition, the essay progresses logically, and sentences are adequately controlled. Overall, this essay is a good example of a satisfactory writing performance.
English II Persuasive Scoring Guide Created Date. STAAR English II Persuasive Score Poin t 1 The essay represen ts a very limited writing performance.
Or ga ni za tion/P ro gr essi on The or ga ni zing st ru ct ur e of th e es sa y is in appr op riat e to the pu rp os e or the sp ec ific de ma nd s of th e pr om pt.
English II Persuasive Scoring Guide. SAT Essay Scoring. Home; SAT; Scores; Understanding Scores; Active Page: SAT Essay Scoring; SAT; Inside the Test. Reading Scoring Guide. Expand All Collapse All.
Identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but.
STAAR Writing and English I, II, III Resources April Persuasive Scoring Guide (posted 10/15/14).Download