Great Beginning Smarter than a 5th Grader!
I make a claim and explain why it is controversial. I make a claim but don't explain why it is controversial.
I don't say what my argument or claim is. Reasons in support of the claim I give clear and accurate reasons in support of my claim. I give reasons in support of my claim, but I overlook important reasons.
I don't give reasons in support of my claim. Reasons against the claim I discuss the reasons against my claim and explain why it is valid anyway.
I discuss the reasons against my claim but neglect some or don't explain why the claim still stands. I say that there are reasons against the claim, but I don't discuss them.
I don't acknowledge or discuss the reasons against my claim. Organization My writing has a compelling opening, an informative middle, and a satisfying conclusion. My writing has a beginning, a middle, and an end. My organization is rough but workable.
I may sometimes get off topic. My writing is aimless and disorganized. Voice and tone It sounds like I care about my argument. I tell how I think and feel about it.
My tone is OK, but my paper could have been written by anyone. I need to tell how I think and feel.
My writing is bland or pretentious. There is either no hint of a real person in it, or it sounds like I'm faking it. My writing is too formal or informal. It sounds like I don't like the topic of the essay. Word choice The words that I use are striking but natural, varied, and vivid.
I make some fine and some routine word choices. The words that I use are often dull or uninspired or sound like I'm trying too hard to impress. I use the same words over and over.
Some words may be confusing. Sentence fluency My sentences are clear, complete, and of varying lengths. I have well-constructed sentences. My essay marches along but doesn't dance.
My sentences are often awkward, run-ons, or fragments. Many run-on sentences and sentence fragments make my essay hard to read. Conventions I use correct grammar, punctuation, and spelling.
I have a few errors to fix, but I generally use correct conventions. I have enough errors in my essay to distract a reader. Numerous errors make my paper hard to read. I describe four levels of quality but do not give them labels.
In my experience, satisfactory labels are hard to come by, and it is obvious at a glance that a 4 is what everyone should try to achieve and a 1 is something to avoid. Some teachers indicate a cutoff point on the rubric, for instance, by drawing a box around the level that is considered acceptable.This persuasive essay rubric uses standards based grading () to assess the student writers in the following categories.-Introduction-Reasons4/5(66).
The Common Core State Standards have made it even more important for educators to assist students in making the connections between writing and reading through thoughtful and well-planned instruction, assignments and feedback.
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Professionally researched & quality custom written . Fifth grade persuasive writing falls under some of the Common Core guidelines. Read on to find some suggestions on prompts for both students and teachers looking for ideas. Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.