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District Writing Assessment Rubrics

9th Grade Literary Analysis Assessment Rubric

 

  6 Exceptional Achievement (exceeds standard) 5 Commendable Achievement (exceeds standard) 4 Adequate Achievement (meets standard) 3 Some Evidence of Achievement (approaching standard) 2 Limited Evidence of Achievement (needs support to meet standard) 1 Minimal Evidence of Achievement (needs support to approach standard)
Understanding of the Reading Demonstrates a sophisticated reading of the text and an insightful understanding of its complexities   Demonstrates a comprehensive understanding of the text and its complexities Demonstrates a comprehensive understanding of the text Demonstrates a basic grasp of the text and a limited understanding of its complexities   Demonstrates a limited grasp of the text, may be illogical Demonstrates little or no grasp of the text
Thesis Thesis clearly addresses the prompt Thesis addresses the prompt Thesis addresses the prompt Includes a thesis that alludes the prompt Does not include a thesis or thesis does not relate to the prompt Does not include a thesis

 

 

 10th/11th Argumentative Essay Assessment Rubric

 

6 Exceptional Achievement (exceeds standard)
• Demonstrates a sophisticated reading of the text and an insightful understanding of its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining and agreeing, disagreeing, or qualifying the writer’s argument
• Uses specific, well-chosen, well-integrated evidence (reading, experience, observations) to support the thesis
• Thought-provoking commentary explains the significance of the evidence and artfully supports the thesis
• Organization is cohesive, clear, logical and fluid
• Varied sentence types and precise descriptive language; powerful word choice
• Mechanical errors are insignificant, first draft in nature, and do not detract from meaning

 

5 Commendable Achievement (exceeds standard)
• Demonstrates a comprehensive understanding of the text and its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining and agreeing, disagreeing, or qualifying the writer’s argument
• Provides well-chosen, specific evidence (reading, experience, observations) to support the thesis
• Thoughtful commentary explains the significance of the evidence and supports the thesis
• Organization is logical, clear, and purposeful
• Uses a variety of sentence types and precise descriptive language; word choice is interesting and effectively used for emphasis
• Mechanical errors are few, first-draft in nature, and do not interfere with meaning

 

4 Adequate Achievement (meets standard)
• Demonstrates a comprehensive understanding of the text and a basic understanding of its complexities
• Explains the writer’s argument
• Thesis clearly addresses the prompt by explaining the argument and agreeing or disagreeing with the writer’s argument
• Provides specific evidence (reading, experience, observations) to support the thesis
• Commentary explains the significance of the evidence and supports the thesis
• Organization is logical
• Uses a variety of sentence types and some descriptive language; word choice is appropriate for audience
• Some mechanical errors do not disrupt the flow of ideas

 

3 Some Evidence of Achievement (approaching standard)
• Demonstrates a basic grasp of the text and a limited understanding of its complexities
• Touches on the writer’s argument
• Includes a thesis that alludes to the prompt that may agree or disagree with the writer’s argument
• Provides some evidence (reading, experience, observations) to support the thesis
• Commentary paraphrases the evidence with limited connections to the thesis
• Some evidence of organization, but may be awkward
• Limited variety of sentence types, simple sentences
• Mechanical errors may occasionally interrupt the flow of ideas

 

2 Limited Evidence of Achievement (needs support to meet standard)
• Demonstrates a limited grasp of the text with, may be illogical
• Does not explain the writer’s argument
• Does not include a thesis, thesis does not relate to the prompt, and may not agree or disagree with writer’s argument
• Provides limited evidence (reading, experience, observations)
• Commentary relies on paraphrase or plot summary
• Organizational structure needs to support the ideas
• Sentences lack clarity and variety
• Mechanical errors disrupt the flow of ideas

 

1 Minimal Evidence of Achievement (needs support to approach standard)
• Demonstrates little or no grasp of the text
• Does not explain the writer’s argument
• Does not include a thesis
• Provides little or no evidence
• Commentary is missing, plot summary dominates
• No organizational clues
• Sentences are incomplete, awkward, and/or confusing
• Mechanical errors interfere with clarity

 

0 No Evidence or No Response
• Blank, off topic, written in a language other than English, illegible, or unintelligible