6th grade Persuasive Analysis/Writing

Leader ISD Revised July 2014

1 Very Limited

Organization

1.5

2 Basic

2.5

3 Satisfactory

3.5

4 - Accomplished

The writers position is

not evident or is
confusing.
(Organization)

The writers position is

implied, but not clearly
stated in the piece or
paragraph.
(Organization)

The writers position is

clearly stated in the piece
or paragraph.
(Organization)

The writers position is

insightful and stated
clearly in the piece or
paragraph.
(Organization)

There is little idea

development and few
details or examples to
support the writers
position. (Idea
Development)
and/or ineffective. (Idea
Development)

Some details and

examples help support the
writers position but the
ideas are not fully
developed. (Idea
Development)
Word choice is limited
and does not contribute to
the persuasive techniques.
(Idea Development)

The writers position is

fully developed and
explained through details
and examples. (Idea
Development)

The writers position is

fully developed and
explained with a balance of
insightful details and
examples. (Idea
Development)

Alternative positions are

considered. (Idea
Development)

Alternative positions and

counterarguments are
addressed. (Idea
Development)

Word choice is precise,

powerful, and effectively
contributes to the
persuasive techniques.
(Idea Development)

Few errors in spelling,

capitalization, punctuation,
grammar, and usage do not
cause disruptions in the
fluency and clarity of the
writing. (Use of
Language)

6.18(A) Write persuasive essays for

appropriate audiences that establish a
position and include sound reasoning,
detailed and relevant evidence, and
consideration of alternatives.
***The items in bold indicate potential
categories a teacher could use to enter a
grade in the grade book program.

Idea Development
6.18(A) Write persuasive essays for
appropriate audiences that establish a
position and include sound reasoning,
detailed and relevant evidence, and
consideration of alternatives.
***The items in bold indicate potential
categories a teacher could use to enter a
grade in the grade book program.

Use of Language
6.18(A) Write persuasive essays for
appropriate audiences that establish a
position and include sound reasoning,
detailed and relevant evidence, and
consideration of alternatives.
***The items in bold indicate potential
categories a teacher could use to enter a
grade in the grade book program.

Word choice is simplistic

Errors in spelling,
capitalization,
punctuation, grammar,
and usage are persistent
and create disruptions
with the fluency of writing
and interfere with the
meaning. (Use of
Language)

Errors in spelling,
capitalization,
punctuation, grammar,
and usage may be
distracting, but the writing
maintains fluency and
clarity. (Use of
Language)

Word choice is effective

and contributes to the
persuasive techniques.
(Idea Development)

Errors in spelling,
capitalization,
punctuation, grammar,
and usage create only
minimal disruptions. (Use
of Language)