STAAR English I/II Extended Constructed Response (ECR) — Argumentative/Opinion Writing Rubric

3 points

Controlling idea/Thesis is clear and fully developed: clearly identifiable; focus is consistent throughout, creating a response that is unified and easy to follow. Organization is effective: purposeful structure with an effective introduction and conclusion; appropriate and effectively supports development of the controlling idea/thesis; sentences, paragraphs, or ideas logically connected in purposeful and highly effective ways. Evidence is specific, well chosen, and relevant: text-based, clearly explained, consistently supports and develops the controlling idea/thesis (for paired texts, evidence drawn from both texts); reflects a thorough understanding of the writing purpose. Expression of ideas is clear and effective: word choice is specific, purposeful, and enhances the response; almost all sentences and phrases are effectively crafted to convey the writer's ideas.

2 points

Controlling idea/Thesis is present and partially developed: presented but may not be clearly identifiable because it is not fully developed; focus may not always be consistent or easy to follow. Organization is limited: purposeful structure with introduction and conclusion present, but may not consistently support logical development; sentence-to-sentence connections and clarity may be lacking. Evidence is limited and may include some irrelevant information: text-based evidence may be insufficiently explained and/or irrelevant (for paired texts, drawn from at least one text); reflects partial understanding of the writing purpose. Expression of ideas is basic: word choice may be general and imprecise; sentences and phrases at times ineffective and may weaken the message.

1 point

Controlling idea/Thesis is evident but not developed: present but not developed appropriately for the task. Organization is minimal and/or weak: introduction or conclusion may be present; structure supporting logical development is not always evident or appropriate. Evidence is insufficient and/or mostly irrelevant: little text-based evidence, or mostly extraneous/repetitious; explanation is insufficient and vaguely related to the task (for paired texts, drawn from only one text); reflects a limited understanding of the writing purpose. Expression of ideas is ineffective: word choice is vague or limited; sentences and phrases often interfere with the writer's intended meaning.

0 points

A controlling idea/thesis may be evident. The response lacks an introduction and conclusion; an organizational structure is not evident. Evidence is not provided or is irrelevant; the response reflects a lack of understanding of the writing purpose. The expression of ideas is unclear and/or incoherent. (A score of 0 here automatically yields 0 on Conventions.)

2 points

Student writing demonstrates consistent command of grade-level-appropriate conventions (sentence construction, punctuation, capitalization, grammar, spelling). The response has few errors that do not impact the clarity of the writing.

1 point

Student writing demonstrates inconsistent command of grade-level-appropriate conventions, with limited use of correct sentence construction, punctuation, capitalization, grammar, and spelling. The response has several errors, but the reader can understand the writer's thoughts.

0 points

Student writing demonstrates little to no command of grade-level-appropriate conventions. The response has many errors that impact the clarity of the writing and the reader's understanding.