New York State Grades 6-8 Writing Evaluation Rubric (4-Credit Constructed-Response / Writing from Sources)

4 points

Essays at this level: clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose; demonstrate insightful analysis of the text(s).

3 points

Essays at this level: clearly introduce a topic in a manner that follows from the task and purpose; demonstrate grade-appropriate analysis of the text(s).

2 points

Essays at this level: introduce a topic in a manner that follows generally from the task and purpose; demonstrate a literal comprehension of the text(s).

1 point

Essays at this level: introduce a topic in a manner that does not logically follow from the task and purpose; demonstrate little understanding of the text(s).

0 points

Essays at this level: demonstrate a lack of comprehension of the text(s) or task.

4 points

Essays at this level: develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s); sustain the use of varied, relevant evidence.

3 points

Essays at this level: develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s); sustain the use of relevant evidence, with some lack of variety.

2 points

Essays at this level: partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant; use relevant evidence with inconsistency.

1 point

Essays at this level: demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant.

0 points

Essays at this level: provide no evidence or provide evidence that is completely irrelevant.

4 points

Essays at this level: exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning; establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice; provide a concluding statement or section that is compelling and follows clearly from the topic and information presented.

3 points

Essays at this level: exhibit clear organization, with the use of appropriate transitions to create a unified whole; establish and maintain a formal style using precise language and domain-specific vocabulary; provide a concluding statement or section that follows from the topic and information presented.

2 points

Essays at this level: exhibit some attempt at organization, with inconsistent use of transitions; establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary; provide a concluding statement or section that follows generally from the topic and information presented.

1 point

Essays at this level: exhibit little attempt at organization, or attempts to organize are irrelevant to the task; lack a formal style, using language that is imprecise or inappropriate for the text(s) and task; provide a concluding statement or section that is illogical or unrelated to the topic and information presented.

0 points

Essays at this level: exhibit no evidence of organization; use language that is predominantly incoherent or copied directly from the text(s); do not provide a concluding statement or section.

4 points

Essays at this level: demonstrate grade-appropriate command of conventions, with few errors.

3 points

Essays at this level: demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension.

2 points

Essays at this level: demonstrate emerging command of conventions, with some errors that may hinder comprehension.

1 point

Essays at this level: demonstrate a lack of command of conventions, with frequent errors that hinder comprehension.

0 points

Essays at this level: are minimal, making assessment of conventions unreliable.