| Criteria | 0 | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|
| Controlling idea/Thesis is clear and fully developed | No clear thesis or controlling idea | Thesis or controlling idea is unclear or underdeveloped | Thesis or controlling idea is somewhat clear and partially developed | Thesis or controlling idea is clear and mostly developed | Thesis or controlling idea is clear, strong, and fully developed | Thesis or controlling idea is clear, strong, fully developed, and insightful |
| Organization is effective | Organization is confusing and lacks structure | Organization is somewhat confusing with minimal structure | Organization is somewhat effective with some structure | Organization is mostly effective with clear structure | Organization is effective with a clear and logical structure | Organization is highly effective with a clear and engaging structure |
| Evidence is specific, well chosen, and relevant | Little to no evidence provided | Minimal evidence provided, not well chosen or relevant | Some evidence provided, but not all is specific, well chosen, or relevant | Evidence provided is mostly specific, well chosen, and relevant | Evidence provided is specific, well chosen, and relevant | Evidence provided is highly specific, well chosen, and extremely relevant |
| Expression of ideas is clear and effective | Expression of ideas is unclear and ineffective | Expression of ideas is somewhat unclear or ineffective | Expression of ideas is somewhat clear and somewhat effective | Expression of ideas is mostly clear and effective | Expression of ideas is clear and effective | Expression of ideas is clear, engaging, and highly effective |
| Student writing demonstrates consistent command of grade-level-appropriate conventions | Many errors in grammar, punctuation, and spelling | Several errors in grammar, punctuation, and spelling | Some errors in grammar, punctuation, and spelling | Few errors in grammar, punctuation, and spelling | Minor errors in grammar, punctuation, and spelling | Student demonstrates consistent command of grade-level-appropriate conventions |