ASSESSMENT RUBRIC YEAR 1 ENGLISH WRITING PERSUASIVE 2014

Outcomes
and Content
Criteria Limited Achievement
E-1
Basic Achievement
D-2
Sound Achievement
C-3
High Achievement
B-4
Outstanding Achievement A-5
Grammar,
Punctuation &
Vocabulary B
R&C2


Sentence
Structure
Produces
grammatically
correct and
meaningful
sentences.
Groups letters/ words
to form sentences or
uses symbols that may
be unconventional.
Attempts to write
simple sentences
correctly. Word order
may be incorrect.
Writes simple
sentences with correct
word order and
meaning is
predominantly clear.
Writes simple
sentences correctly as
well as compound
sentences using
effective conjunctions.
Meaning is
predominantly clear.
Simple and compound sentences are
correct. Uses a variety of effective
conjunctions in compound
sentences. Meaning is clear.
Grammar,
Punctuation &
Vocabulary B
D&A1
U&A1
Paragraphs
Uses
paragraphs to
structure own
text.
No paragraphing
evident
No paragraphing
evident
No paragraphing
evident
No paragraphing
evident
A beginning sense of paragraphing is
evident. Random breaks are evident
or new line is taken for each
sentence.
Grammar,
Punctuation &
Vocabulary B
D&A2
Writing &
Representing
A
R&C6
Modality
(verbs)
Uses
persuasive
language to
influence the
audience.
Verbs used incorrectly






No thinking or feeling
verbs evident.
Uses one
thinking/feeling verb
such as I think or I
like.
Uses one
thinking/feeling verb
with one auxiliary verb
to express modality.
e.g. can, will, must...
Uses 2 or more thinking/feeling
verbs with more than one auxiliary
verbs to express modality.
Eg: should, might, must.
Grammar,
Punctuation &
Vocabulary B
D&A2
Topic/Techni
cal Language
Uses
topic/technical
language.
No topic or technical
language evident or
language used is not
related to set topic.
The writing contains 1
example of topic word
and no technical words.
The writing contains 2
examples of topic
words and may include
technical language.
The writing contains 2
examples of topic
words and includes 1
technical word.
The writing contains 3 or more
examples of topic words and
includes at least 2 technical words.
Grammar,
Punctuation &
Vocabulary B
U&A2
Cohesion
Uses
conjunctions
or connectives
in writing
No conjunctions or
connectives evident.
Uses conjunctions and
connectives incorrectly
or repetitively.
Uses at least one
conjunction correctly to
make a compound or
complex sentence.
Uses 2 or more
conjunctions and/or 1
connective correctly.
Uses conjunctions and connectives
to link arguments. Eg: firstly,
secondly.
Grammar,
Punctuation &
Vocabulary B
U&A6,7
Punctuation
Uses correct
punctuation.
Punctuation is minimal
and/or
not used correctly
Uses capitals, full stops
and correct spacing
some of the time.
Uses common
punctuation correctly
capitals, full stops and
correct spacing most of
the time.
Uses common
punctuation correctly
capitals, full stops, all
of the time.
Uses common punctuation correctly
capitals, full stops, all of the time.
Experiments with other forms of
punctuation.
Spelling A
U&A1
R&C1
Spelling
Correctly
spells most
high frequency
and grade
appropriate
words
Cannot yet spell high
frequency words
independently.
Attempts most high
frequency and grade
appropriate words with
invented spelling.
Spells most high
frequency and grade
appropriate words
correctly.
Spells all high
frequency and grade
appropriate words
correctly.
Spells all high frequency and grade
appropriate words correctly as well
as more challenging words.
Writing &
Representing
A
U&A1
Writing &
Representing
B
U&A1
Text
Structure
Uses the
correct text
structure of a
persuasive
text.
No introduction.
Writes a simple
sentence which does
not express an opinion.
No conclusion evident.
Introduction does not
support the stimulus.
Writes a simple
sentence to express an
opinion with no
supporting reasons.
No conclusion evident.
Simple introduction
that lets the audience
know what the general
topic is.
Writes a simple
sentence to express an
opinion with no
supporting reasons.
No conclusion evident.
Simple introduction
that lets the audience
know what the general
topic is.
Writes 2-3 simple
sentences to express
an opinion with no
supporting reasons.
No conclusion evident.
Simple introduction that lets the
audience know what the general
topic is.
Writes 2-3 simple sentences to
express an opinion with supporting
reasons.
No conclusion evident.




ASSESSMENT RUBRIC YEAR 2 ENGLISH WRITING PERSUASIVE 2014
Outcomes
and Indicators
Criteria Limited Achievement
E-1
Basic Achievement
D-2
Sound Achievement
C-3
High Achievement
B-4
Outstanding Achievement
A-5
Grammar,
Punctuation
& Vocabulary
B
R&C2

Sentence
Structure
Produces
grammatically
correct and
meaningful
sentences.
Attempts to write
simple sentences
correctly. Word order
may be incorrect
Writes simple sentences
with correct word order
and meaning is
predominantly clear.
Writes simple sentences
correctly as well as
compound sentences
using effective
conjunctions. Meaning is
predominantly clear.
Simple and compound
sentences are correct.
Uses a variety of effective
conjunctions in compound
sentences. Meaning is
clear
Simple and compound
sentences are correct.
Uses a variety of effective
conjunctions in compound
sentences. Attempts to
use complex sentences.
Meaning is clear.
Grammar,
Punctuation
& Vocabulary
B
D&A1
U&A1
Paragraphs
Uses paragraphs
to structure own
text.
No paragraphing
evident.
A beginning sense of
paragraphing is evident.
Random breaks are
evident or new line is
taken for each sentence.
Paragraphs evident but
are not used effectively to
organise ideas.

Writing is organised into
paragraphs that are mainly
focused on a single idea.
Writing is organised into
paragraphs that are
mainly focused on a single
idea or set of like ideas.
Paragraphs are used to
introduce
Grammar,
Punctuation
& Vocabulary
B
D&A2
Writing &
Representing
A
R&C6
Modality
(verbs)
Uses persuasive
language to
influence the
audience.


No thinking or feeling
verbs evident.





Uses one thinking/feeling
verb such as I think or
I like.
Uses one thinking/feeling
verb with one auxiliary
verb to express modality.
e.g. can, will, must...
Uses 2 or more
thinking/feeling verbs with
more than one auxiliary
verb to express modality.
e.g should, might, must

Uses 2 or more
thinking/feeling verbs
with more than one
auxiliary verb to express
modality.
should, might, must
Includes at least one
example of emotive
language.(See glossary)
Grammar,
Punctuation
& Vocabulary
B
D&A2
Topic/Technical
Language
Uses
topic/technical
language.
The writing contains 1
example of topic word
and no technical
words.
The writing contains 2
examples of topic words
and may include technical
language.
The writing contains 2
examples of topic words
and includes 1 technical
word.
The writing contains 3 or
more examples of topic
words and includes at least
2 technical words.
The writing contains 3 or
more examples of topic
words and includes at
least 3 technical words.
Grammar,
Punctuation
& Vocabulary
B
U&A2
Cohesion
Uses
conjunctions or
connectives in
writing
No conjunctions or
connectives evident.
Uses conjunctions and
connectives incorrectly or
repetitively.
Uses 1-2 simple
conjunctions eg: if,
because, so...
Plus 1 connective
correctly.
Uses conjunctions and
connectives to link
arguments. Eg: firstly,
secondly.

Uses at least one
conjunction to link
reasons. Eg:
therefore,furthermore,
as a result....
Uses a variety of
connectives to link
arguments.
Eg:firstly...finally.
Grammar,
Punctuation
& Vocabulary
B
U&A6,7
Punctuation
Uses correct
punctuation.
Punctuation is minimal
and/or
not used correctly
Uses capitals, full stops
and correct spacing some
of the time.
Uses common punctuation
correctly capitals, full
stops and correct spacing
most of the time.
Uses common punctuation
correctly capitals, full
stops, all of the time.
Uses common punctuation
correctly capitals, full
stops, all of the time.
Experiments with other
forms of punctuation.
Spelling A
U&A1
R &C1
Spelling
Correctly spells
most high
frequency and
grade
appropriate
words
Cannot yet spell high
frequency words
independently.
Attempts most high
frequency and grade
appropriate words with
invented spelling.
Spells most high
frequency and grade
appropriate words
correctly.
Spells all high frequency
and grade appropriate
words correctly.
Spells all high frequency
and grade appropriate
words correctly as well as
more challenging words.
Writing &
Representing
A
U&A1
Writing &
Representing
B
U &A1
Text Structure
Uses the correct
text structure of
a persuasive
text.
Introduction does not
support the stimulus/
no introduction.
Writes a simple
sentence to express an
opinion with no
supporting reasons.
No conclusion evident.
Simple introduction that
lets the audience know
what the general topic is.
Writes a simple sentence
to express an opinion with
no supporting reasons.
No conclusion evident.
Simple introduction that
lets the audience know
what the general topic is.
Writes 2-3 simple
sentences to express an
opinion with no supporting
reasons.
No conclusion evident.
Simple introduction that
lets the audience know
what the general topic is.
Writes 2-3 simple
sentences to express an
opinion with supporting
reasons.
No conclusion evident.
Simple introduction that
lets the audience know
what the general topic is.
Writes 2-3 simple
sentences to express an
opinion with supporting
reasons.
Point of view is re-stated
in a conclusion.
ASSESSMENT RUBRIC YEAR 3 ENGLISH WRITING PERSUASIVE 2014
Outcomes
and Indicators
Criteria Limited Achievement
E-1
Basic Achievement
D-2
Sound Achievement
C-3
High Achievement
B-4
Outstanding Achievement A-
5
Grammar,
Punctuation &
Vocabulary
B
R & C 2


Sentence
Structure
Produces
grammatically
correct and
meaningful
sentences.
Writes simple
sentences that are
incomplete and not
meaningful.
Writes simple sentences
correctly. Also attempts
compound sentences
which may be run on
sentences. Meaning is
predominantly clear.
Simple and compound
sentences are correct. A
variety of effective
conjunctions used.
Attempts to use complex
sentences. Meaning is
predominantly clear.
Simple and compound
sentences are written
correctly with at least 1
complex sentence
correct.
Simple and compound
sentences are written
correctly with 2 or more
complex sentences correct.
Sentences may show a
variety in length and
sentence beginnings.
Grammar,
Punctuation &
Vocabulary B
D&A1 U&A1
Writing &
Representing1
U&A1
Paragraphs
Organise text
into paragraphs
to enhance
meaning
No paragraphing
evident.
Paragraphs evident but are
not used effectively to
organise ideas or new line
is taken for each sentence.
Writing is organised into
paragraphs that are
mainly focused on a single
idea or set of like ideas
Writing is organised into
paragraphs mainly focused
on a single idea or set of
like ideas. Paragraphs are
used to introduce new
argument.
Writing is organised into
paragraphs Each paragraph
introduces a new argument
with supporting evidence.
Grammar,
Punctuation &
Vocabulary B
U&A (V)1
Writing &
Representing2
R&C 3
U&A 3
Modality
(verbs)
Uses persuasive
language to
influence the
audience.
Uses one
thinking/feeling verb
such as I think or
I like.




Uses one thinking/feeling
verb with one auxiliary
verb to express modality.
e.g. can, will...




Uses 2 thinking/feeling
verbs with more than one
auxiliary verb to express
modality.
e.g. should, might, must



Uses 2 or more
thinking/feeling verbs with
more than one auxiliary
verb to express modality.
should, might, must
Includes at least one
example of emotive
language.
Uses 2 or more
thinking/feeling verbs with
more than one auxiliary
verb to express modality.
should, might, must
Includes 2 or more
examples of emotive
language.
Grammar,
Punctuation &
Vocabulary B
U&A 1
Writing &
Representing
R&C 4
Topic/
Technical
Language
Uses
topic/technical
language.
The writing contains
1-2 topic words and
no technical words.
The writing contains 3
examples of topic words
and may include technical
words.
The writing contains 3
examples of topic words
and 1 technical word.
The writing contains at
least 3 topic words and
includes 2 technical words.
The writing has more than 3
examples of topic words and
at least 3 technical words.
Grammar,
Punctuation &
Vocabulary B
U&A(Kn)6
U&A (Kn) 11
Cohesion
Uses
conjunctions or
connectives in
writing
No conjunctions or
connectives evident.
Uses conjunctions and
connectives incorrectly or
repetitively.
Uses 1-2 simple
conjunctions e.g.: if,
because, so...
Uses connective correctly
to link arguments.
Uses conjunctions and
connectives to link
arguments. Eg: firstly,
secondly.

Uses a variety of conjunctions to
link reasons. Eg: therefore,
furthermore, as a result....
Uses a variety of connectives to
link arguments.
Eg:firstly...finally.
Grammar,
Punctuation &
Vocabulary B
U&A (Kn)8,9,10

Punctuation
Uses correct
punctuation.
Punctuation is
minimal
and/or
not used correctly
Uses capitals, full stops
and correct spacing most
of the time.
Common punctuation used
correctly capitals, full
stops, contraction
apostrophes most of the
time. Experiments with
commas.
Uses common punctuation
correctly capitals, full
stops all of the time. Uses
commas correctly most of
the time.
Uses common punctuation
correctly capitals, full stops
all of the time. Experiments
with other forms of
punctuation.
Spelling
A
U&A 1
R&C 1,2

Spelling
Correctly spells
most high
frequency and
grade
appropriate
words
Cannot yet spell high
frequency words
independently.
Attempts most high
frequency and grade
appropriate words with
invented spelling.
Spells most high frequency
and grade appropriate
words correctly.
Spells all high frequency
and grade appropriate
words correctly.
Spells all high frequency and
grade appropriate words
correctly as well as more
challenging words.
Writing &
Representing2 B
R&C2,3
Writing &
Representing1A
U&A1
Text Structure
Uses the correct
text structure of
a persuasive
text.
Introduction does not
support the stimulus/
no introduction.
Uses simple
sentences to express
an opinion with no
supporting reasons.
No conclusion
Simple introduction
informs audience of topic.
Writes 2-3 simple
sentences to express
opinion with no supporting
reasons. No conclusion
evident.
Simple introduction
informs audience of topic.
States 2 arguments with
some supporting reasons.
Point of view is re-stated
in conclusion.
Simple introduction that
lets the audience know
what the general topic is.
States 2-3 arguments with
supporting reasons.
Point of view is re-stated
in conclusion.
Issue clearly stated in
introduction.
States 3 or more arguments
with supporting reasons.
Point of view is re-stated in
conclusion.
ASSESSMENT RUBRIC YEAR 4 ENGLISH WRITING PERSUASIVE 2014
Outcomes
and Indicators
Criteria Limited Achievement
E-1
Basic Achievement
D-2
Sound Achievement
C-3
High Achievement
B-4
Outstanding Achievement A-5
Grammar,
Punctuation &
Vocabulary
B
R & C 2


Sentence
Structure
Produces
grammatically
correct and
meaningful
sentences.
Writes simple
sentences correctly.
Also attempts
compound sentences
which may be run on
sentences. Meaning is
predominantly clear.
Simple and compound
sentences are correct. A
variety of effective
conjunctions used.
Attempts to use complex
sentences. Meaning is
predominantly clear.
Simple and compound
sentences are written
correctly with at least 1
complex sentence
correct.
Simple and compound
sentences are written
correctly with 2 complex
sentences correct.
Sentences may show a
variety in length and
sentence beginnings.
Simple and compound
sentences are written
correctly with 3 or more
complex sentences correct.
Sentences may show a variety
in length and sentence
beginnings. Meaning is clear.
Grammar,
Punctuation &
Vocabulary B
D&A1
U&A1
Writing &
Representing1
U&A1
Paragraphs
Organise text
into
paragraphs to
enhance
meaning
No paragraphing
evident.
Paragraphs evident but
are not used effectively
to organise ideas or
new line is taken for
each sentence.
Writing is organised into
paragraphs that are
mainly focused on a
single idea or set of like
ideas
Writing is organised into
paragraphs mainly focused
on a single idea or set of like
ideas. Paragraphs are used
to introduce new argument
Writing is organised into
paragraphs focused on a a set
of like ideas. Paragraphs are
used to introduce new
argument.
Grammar,
Punctuation &
Vocabulary B
U&A (V)1
Writing &
Representing 2
R&C 3
U&A 3
Modality
(verbs)
Uses
persuasive
language to
influence the
audience.

Uses one
thinking/feeling verb
such as I think or I
like.




Uses one
thinking/feeling verb
with one auxiliary verb
to express modality.
e.g. can, will...

Uses 2 thinking/feeling
verbs with more than
one auxiliary verb to
express modality.
Eg: should, might, must



Uses 2 or more
thinking/feeling verbs with
more than one auxiliary
verb to express modality.Eg:
should, might, must
Includes at least one
example of emotive
language.
Uses 2 or more
thinking/feeling verbs with
more than one auxiliary verb
to express modality.
should, might, must
Includes 2 or more examples
of emotive language.
Grammar,
Punctuation &
Vocabulary B
U&A 1
Writing &
Representing
R&C 4
Topic/
Technical
Language
Uses
topic/technical
language.
The writing contains 1-
2 topic words and may
include technical
words.
The writing contains 3
examples of topic
words and may include
technical words.
The writing contains 3
examples of topic words
and 2 technical words.
The writing contains 3 or
more examples of topic
words and includes 3
technical words.
The writing contains 4 or
more examples of topic words
and includes at least 4
technical words.
Grammar,
Punctuation &
Vocabulary B
U&A(Kn)6
U&A (Kn) 11
Cohesion
Uses
conjunctions
or connectives
in writing
No conjunctions or
connectives evident.
Uses conjunctions and
connectives incorrectly
or repetitively.
Uses 1-2 simple
conjunctions eg: if,
because, so...
Plus 1 connective
correctly.
Uses conjunctions and
connectives to link
arguments. Eg: firstly,
secondly.

Uses a variety of conjunctions to
link reasons. Eg:
therefore,furthermore, as a
result....
Uses a variety of connectives to
link arguments. Eg:firstly...finally.
Grammar,
Punctuation &
Vocabulary B
U&A (Kn)8,9,10
Punctuation
Punctuation
Uses correct
punctuation.
Punctuation is minimal
and/or
not used correctly
Uses capitals, full stops
and correct spacing
most of the time.
Common punctuation
used correctly capitals,
full stops, contraction,
apostrophes, most of the
time. Experiments with
commas.
Uses common punctuation
correctly capitals, full stops
all of the time. Uses
commas correctly most of
the time.
Uses common punctuation
correctly capitals, full stops
all of the time. Experiments
with other forms of
punctuation.
Spelling
A
U&A 1
R&C 1,2

Spelling
Correctly
spells most
high frequency
and grade
appropriate
words
Cannot yet spell high
frequency words
independently.
Attempts most high
frequency and grade
appropriate words with
invented spelling.
Spells most high
frequency and grade
appropriate words
correctly.
Spells all high frequency and
grade appropriate words
correctly.
Spells all high frequency and
grade appropriate words
correctly as well as more
challenging words.
Writing &
Representing2 B
R&C2,3
Writing &
Representing A
U&A1
Text
Structure
Uses the
correct text
structure of a
persuasive
text.
Simple introduction
informs the audience of
topic.
Writes 2-3 simple
sentences to express
an opinion with no
supporting reasons.
No conclusion evident.
Simple introduction
informs audience of the
topic.
States 2 arguments
with no supporting
reasons. No conclusion
or inappropriate
conclusion.
Issue clearly stated in
introduction.
States 2-3 arguments
with some supporting
reasons.
Point of view is re-stated
in conclusion.
Issue clearly stated in
introduction.
States 2-3 arguments with
supporting reasons.
Point of view is re-stated in
conclusion.
Issue clearly stated in
introduction.
States 3 or more arguments
with supporting reasons.
Point of view is re-stated
persuasively in conclusion.
ASSESSMENT RUBRIC YEAR 5 ENGLISH WRITING PERSUASIVE 2014
Outcomes
and Indicators
Criteria Limited Achievement
E-1
Basic Achievement
D-2
Sound Achievement
C-3
High Achievement
B-4
Outstanding Achievement A-5
Grammar,
Punctuation &
Vocabulary B
U&A(Kn)2
Writing &
RepresentingA
U&A 4
Sentence
Structure
Produces
grammatically
correct and
meaningful
sentences.
Writes simple
sentences correctly.
Also attempts
compound sentences
which may be run on
sentences. Meaning is
predominantly clear.
Most simple and
compound sentences
are written correctly.
May have 1 complex
sentence correct.
Meaning is
predominantly clear.
Simple and compound
sentences are written
correctly with 2
complex sentences
correct. Meaning is
clear.
Simple and compound
sentences are written
correctly with 3 or more
complex sentences
correct. Meaning is clear.
Simple, compound and
complex sentences are
written correctly with some
variety in sentence
beginnings. Meaning is clear.
Responding &
Composing B
R&C 1
Writing &
Representing
U&A 1
Paragraphs
Uses paragraphs
to structure own
writing.
No paragraphing
evident.
Paragraphs evident
but are not used
effectively to organise
ideas or new line is
taken for each
sentence.
Writing is organised into
paragraphs that are
mainly focused on a
single idea or set of like
ideas
Writing is organised into
paragraphs mainly focused
on a single idea or set of
like ideas. Paragraphs are
used to introduce new
argument.
Writing is organised into
paragraphs focused on a a
set of like ideas. Paragraphs
are used to indicate changes
in time/ scene. Paragraphs
are used to introduce new
argument.
Grammar,
Punctuation &
Vocabulary B
R&C 1,4
Writing &
RepresentingA
D&A2
R&C3
Responding &
Composing B
U&A5
Modality
(verbs)

Uses persuasive
language to
influence the
audience.




Uses one
thinking/feeling verb
with one auxiliary verb
to express modality.
e.g. can, will...




Uses 2 thinking/feeling
verbs with more than
one auxiliary verb to
express modality. Eg:
should, might, must




Uses 2 or more
thinking/feeling verbs
with more than one
auxiliary verb to express
modality. Eg:should,
might, must
Includes at least one
example of emotive
language.
Uses 2 or more
thinking/feeling verbs with
more than one auxiliary
verb to express modality.
should, might, must
Includes 2 or more
examples of emotive
language.
Achieves all of B-4 plus uses
at least one of the following
persuasive language
techniques, rhetorical
questions, exaggeration,
repetition, involving and/or
commanding the audience.
Grammar,
Punctuation &
Vocabulary B
U&A(V)1
R&C 4
Topic/Technical
Language
Uses
topic/technical
language.
The writing contains 1-
2 topic words and may
include technical
words.
The writing contains 3
examples of topic
words and may include
technical words.
The writing contains 4
examples of topic words
and 1 technical word.
The writing contains 4 or
more examples of topic
words and includes 2
technical words.
The writing contains 4 or
more examples of topic words
and includes at least 3
technical words.
Grammar,
Punctuation &
Vocabulary B
U&A (Kn) 7
Writing &
RepresentingA
U7A 4
Cohesion
Uses
conjunctions or
connectives in
writing
No conjunctions or
connectives evident.
Uses conjunctions and
connectives incorrectly
or repetitively.
Uses 1-2 simple
conjunctions eg: if,
because, so...
Plus 1 connective
correctly.
Uses conjunctions and
connectives to link
arguments. Eg: firstly,
secondly.

Uses a variety of conjunctions to
link reasons. Eg:
therefore,furthermore, as a
result....
Uses a variety of connectives to
link arguments.
Eg:firstly...finally.
Grammar,
Punctuation &
Vocabulary B
U&A(Kn)8,9,10


Punctuation
Uses correct
punctuation.
Inconsistently uses
common punctuation
capitals, full stop,
commas, exclamation
marks and contraction
apostrophes Or
uses them incorrectly
Uses common
punctuation correctly
capitals, full stops,
exclamation marks
some of the time.
Uses common
punctuation correctly-
including contraction
apostrophes and
commas.
Experiments with other
forms of punctuation.
Uses common punctuation
correctly all of the time.
Use of exclamation marks
is evident.
Uses common punctuation
correctly all of the time.
Correct use of commas
between phrases and clauses.
Correct use of points of
ellipses, hyphens and
brackets.
Spelling A
U&A 1
R&C 2,3


Spelling
Correctly spells
high frequency and
grade appropriate
words correctly
Cannot yet spell high
frequency words
independently.
Attempts most high
frequency and grade
appropriate words with
invented spelling.
Spells most high
frequency and grade
appropriate words
correctly.
Spells all high frequency
and grade appropriate
words correctly.
Spells all high frequency and
grade appropriate words
correctly as well as more
challenging words.
Writing &
RepresentingA
U&A 1
R&C 1
Responding &
Composing B
R&C 4
Text Structure
Uses the correct
text structure of
a persuasive
text.
Simple introduction
informs audience of the
topic. States 2 arguments
with no supporting
reasons.
No conclusion/or
inappropriate conclusion.
Issue clearly stated in
introduction.
States 2-3 arguments with
some supporting reasons.
Point of view is re-stated
in conclusion.
Issue clearly stated in
introduction.
States 2-3 arguments with
supporting reasons.
Point of view is re-stated in
conclusion.
Issue clearly stated in
introduction.
States 3 or more arguments
with supporting reasons.
Point of view is re-stated in
conclusion.
Issue clearly stated in
introduction.
States 3 or more arguments with
more detailed reasons.
Point of view is re-stated
persuasively in conclusion.
ASSESSMENT RUBRIC YEAR 6 ENGLISH WRITING PERSUASIVE 2014
Outcomes
and Indicators
Criteria Limited Achievement
E-1
Basic Achievement
D-2
Sound Achievement
C-3
High Achievement
B-4
Outstanding Achievement A-5
Grammar,
Punctuation &
Vocabulary B
U&A(kn)2
Writing &
RepresentingA
U&A 4
Sentence
Structure
Produces
grammatically
correct and
meaningful
sentences.
Most simple and
compound sentences
written correctly. May
have 1 complex
sentence correct.
Meaning
predominantly clear.
Simple and compound
sentences are written
correctly with at least
1 complex sentence
attempted. Meaning is
clear.
Simple and compound
sentences are written
correctly with 2 or
more complex
sentences correct.
Meaning is clear.
Simple, compound and
complex sentences are
written correctly with some
variety in sentence
beginnings. Meaning is
clear. May use one example
of nominalisation.
Simple, compound and
complex sentences are written
correctly. Sentences
demonstrate variety in length,
structure and beginnings.
Meaning is clear.
Uses nominalisation.
Responding &
Composing B
R&C 1
Writing &
Representing
U&A 1
Paragraphs
Segments text
into paragraphs.
Uses paragraphs to
structure own writing.
Paragraphs evident but
are not used
effectively to organise
ideas or new line is
taken for each
sentence.
Writing is organised into
paragraphs that are
mainly focused on a
single idea or set of like
ideas
Writing is organised into
paragraphs mainly focused
on a single idea or set of
like ideas. Paragraphs are
used to introduce new
argument.
Writing is organised into
paragraphs focused on a a set
of like ideas. Paragraphs are
used to indicate changes in
time/ scene. Paragraphs are
used to introduce new
argument.
Grammar,
Punctuation &
Vocabulary B
R&C 1,4
Writing &
RepresentingA
D&A2 & R&C3
Responding &
Composing B
U&A5
Modality
(verbs)

Uses persuasive
language to
influence the
audience.

Uses one
thinking/feeling verb
with one auxiliary verb
to express modality.
e.g. can, will...


Uses 2 thinking/feeling
verbs with more than
one auxiliary verb to
express modality. Eg:
should, might, must



Uses 2 or more
thinking/feeling verbs
with more than one
auxiliary verb to express
modality. Eg:should,
might, must. Includes
at least one example of
emotive language.
Uses 2 or more
thinking/feeling verbs with
more than one auxiliary
verb to express modality.
Eg: should, might, must
Includes 2 or more
examples of rhetorical
questions, exaggeration,
involving and/or
commanding the audience
Achieves all of B-4 plus uses at
least one of the following
emotive language, persuasive
language techniques, rhetorical
questions, exaggeration,
involving and/or commanding
the audience.
Grammar,
Punctuation &
Vocabulary B
U&A(V)1
R&C 4
Topic/Technical
Language
Uses
topic/technical
language.
The writing contains 1-
2 topic words and may
include technical
words.
The writing contains 3
examples of topic
words and may include
technical word.
The writing contains 4
examples of topic words
and 2 technical words.
The writing contains 4 or
more examples of topic
words and includes 3
technical words.
The writing contains 4 or more
examples of topic words and
includes at least 3 technical
words. Uses nominalisation.
Grammar,
Punctuation &
Vocabulary B
U&A (Kn) 7
Writing &
RepresentingA
U7A 4
Cohesion
Uses
conjunctions or
connectives in
writing
No conjunctions or
connectives evident.
Uses conjunctions and
connectives incorrectly
or repetitively.
Uses 1-2 simple
conjunctions eg: if,
because, so...
Plus 1 connective
correctly.
Uses conjunctions and
connectives to link
arguments. Eg: firstly,
secondly.

Uses a variety of conjunctions
to link reasons. Eg: therefore,
furthermore, as a result....
Uses a variety of connectives
to link arguments.
Eg:firstly...finally.
Grammar,
Punctuation &
Vocabulary B
U&A(Kn)8,9,10


Punctuation
Uses correct
punctuation.
Inconsistently uses
common punctuation
capitals, full stop,
commas, exclamation
marks Or
uses them incorrectly
Uses common
punctuation correctly
capitals, full stops,
commas and
exclamation marks
most of the time.
Uses common
punctuation correctly-
including contraction
apostrophes.
Uses common punctuation
correctly all of the time.
Experiments with points of
ellipses brackets or commas
between phrases.
Uses punctuation correctly all
of the time including: commas
between phrases and clauses
And/or
Points of ellipsis, hyphens or
brackets.
Spelling A
U&A 1
R&C 2,3


Spelling
Correctly spells
high frequency
and grade
appropriate
words correctly
Cannot yet spell high
frequency words
independently.
Attempts most high
frequency and grade
appropriate words with
invented spelling.
Spells most high
frequency and grade
appropriate words
correctly.
Spells all high frequency
and grade appropriate
words correctly.
Spells all high frequency and
grade appropriate words
correctly as well as more
challenging words.
Writing &
RepresentingA
U&A 1
R&C 1
Responding &
Composing B
R&C 4


Text Structure
Uses the correct
organisational
structure of an
exposition
Simple introduction
that lets the audience
know what the general
topic is.
States 2-3 arguments
with some supporting
reasons.
Point of view is re-
stated in conclusion.
Issue clearly stated in
introduction.
States 2-3 arguments
with simple supporting
reasons.
Point of view is re-
stated in conclusion.
Issue clearly stated in
introduction.
States 3 or more
arguments with
supporting reasons.
Point of view is re-stated
in conclusion.
Introduction begins with a
general statement of
position, which introduces
topic and refers to the
consequences. States 3 or
more arguments with
supporting reasons.
Point of view is re-stated in
conclusion.
Introduction begins with a
general statement of position,
which introduces topic and
refers to the consequences.
States 3 or more arguments
with more detailed reasons.
Point of view is re-stated
persuasively in conclusion.