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iRubric: English Writing (Opinions) rubric

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English Writing (Opinions) 
Student write about their personal opinions in respect of some community aspects, e.g. sport, grafitti, school uniforms, bullying, SRC, etc
Rubric Code: LX6XWC
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Subject: English  
Type: Writing  
Grade Levels: K-5, 6-8

Powered by iRubric English (Opinions)
  Developing

1 pts

Satisfactory

2 pts

Good

3 pts

Contextual factors

Developing

Basic response to the task with little planning evident in text uses brief undeveloped ideas around a simple idea or theme
Satisfactory

Planned response that attempts to build a shared experience with the reader may have too many details or details not well integrated identifies and uses ideas from the stimulus constructs response as a personal view — I think people should
Good

Planned response that meets most demands of the task develops subject matter from a community or broader perspective response shows an awareness of the formality of the relationship between reader and writer develops a strong personal voice
Text structure

Developing

Statement of opinion with a brief attempt to support or elaborate OR List of single, undeveloped ideas expressed in sentences
Satisfactory

Opening statement to reader; statement of opinion (issue/ problem), reasons, solutions; concluding statement to reader may include a conversational gambit — Hi my name is …
Good

Provides a brief introduction and/or states an opinion, developing a supporting argument logically without lapses in sequence some ideas are clustered to suggest paragraphs, i.e. the hard return
Grammar, Vocabulary, Punctuation

Developing

simple sentences with some variety in structure one or two simple noun groups — good film, cool skateboard links between ideas largely implied by sentence order; and, then may connect some sentences punctuation of simple sentences largely correct
Satisfactory

elaborated simple sentences some complex sentences, e.g. causal and conditional relations simple reporting clause — I think action and simple thinking verbs, some modal verbs — must, could some well-chosen vocabulary — cautious lapses in cohesion
Good

simple, compound and complex sentences well constructed chooses vocabulary sensitive to the relationship and purpose controls verb groups for tenor — would be better to move uses some extended noun groups to enhance meaning
Spelling

Developing

Most phonemes in singlesyllable words are represented for mostly correct spelling of: one syllable short-vowel words — bin, and, bring, have common words — school, park Errors may include letter patterns such as mp, nd — bup (bump)
Satisfactory

Uses knowledge of internal word patterns to spell multisyllabic words with: even stress patterns — explain inflected endings with no change to base words — watching compound words — teenagers, playground basic contractions — can’t, won’
Good

Uses knowledge of syllables and affixes to spell words with: a spelling-meaning link — observe/observation simple prefixes/suffixes with no change to base words — recently, improvement, suggestion, healthy uneven stress patterns – chocolate




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