ELA Performance Task Writing Rubric (Grades 6-11)
Score / 4 / 3 / 2 / 1 / NS
Organization/Purpose / The response has a clear and effective organizational structure, creating a sense of unity and completeness. The response is consistently and purposefully focused:
- Thesis/controlling of topic is clearly communicated, and focus is strongly maintained for purpose and audience
- Logical progression of ideas from beginning to end; strong connections between and among ideas with some syntactic variety
- Thesis/controlling idea of topic is clear, and focus is mostly maintain for purpose and audience
- Adequate progression of ideas from beginning to end; adequate connections between and among ideas
- Thesis/controlling idea of topic may be somewhat unclear, or focus may be insufficiently sustained for purpose and/or audience
- Uneven progression of ideas from beginning to end and/or formulaic; inconsistent or unclear connections between and among ideas
- Thesis/controlling idea may be confusing or ambiguous; response may be too brief or focus may drift from purpose and/or audience
- Frequent extraneous ideas may be evident; ideas may be randomly ordered or have an unclear progression
- Insufficient (includes copied text)
- In a language other than English
- Off –topic
- Off-purpose
Score / 4 / 3 / 2 / 1 / NS
Evidence/Elaboration / The response provides thorough elaboration of the evidence for the thesis/controlling idea. The response clearly and effectively develops ideas, using precise language:
- Comprehensive evidence from the material is integrated, relevant, and specific
- Vocabulary is clearly appropriate for audience and purpose
- Adequate evidence from the source materials is integrated and relevant, yet may be general
- Vocabulary is generally appropriate for audience and purpose
- Some evidence from the source material may be weakly integrated, imprecise, repetitive, vague, and/or copied
- Vocabulary use is uneven or somewhat ineffective for audience and purpose
- Evidence from the source material is minimal, irrelevant, absent, incorrectly used, or predominantly copied
- Vocabulary is limited or ineffective for audience or purpose
- Insufficient (includes copied text)
- In a language other than English
- Off-topic
- Off-purpose
Score / 2 / 1 / 0 / NS
Conventions / The response demonstrates an adequate command of conventions:
- Adequate use of correct sentence formation, punctuation, capitalization, grammar usage, spelling
- Limited use of correct sentence formation, punctuation, capitalization, grammar usage, spelling
- Infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, spelling
- Insufficient (includes copied text)
- In a language other than English
- Off-topic
- Off-purpose
O-Organization & Purpose / 4 Points
E-Evidence Elaboration / 4 Points
C- Conventions / 4 Points
Intro: Thesis, three supporting reasons in one sentence
Explain the topic (technology disruption
Explain why this is important. (So What?)
Supporting Paragraphs: Topic sentence
Explain the topic (technology disruption
Explain why this is important. (So What?)
Conclusion: Restate Thesis
Provide a conclusion that draws an inference from the general to the specific, or
Provide a conclusion that draws an inference from the specific to the general