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| Scoring Scale: 7 points | 1-2 points | 3-4 points | 5-6 points | 7 points |
|---|---|---|---|---|
| The student’s response is a well‐developed opinion piece that effectively examines a topic and supports a point of view, with reasons, clearly based on text as a stimulus. | The student’s response is a weak attempt to write an opinion piece that examines a topic and does not support a text‐based point of view. | The student’s response is an incomplete or oversimplified opinion piece that examines a topic and partially supports a point of view based on text. | The student’s response is a complete opinion piece that examines a topic and supports a point of view based on text. | The student’s response is a well‐developed opinion piece that effectively examines a topic and supports a point of view, with reasons, clearly based on text as a stimulus. |
| Effectively introduces a topic and clearly states an opinion | May not introduce a topic or state an opinion | Attempts to introduce a topic and state an opinion | Introduces a topic and states an opinion | Effectively introduces a topic and clearly states an opinion |
| Creates an effective organizational structure that logically groups ideas and reasons to support the writer’s purpose | May not have any organizational structure evident | Attempts to provide some organization, but structure sometimes impedes the reader | Provides some organizational structure that groups ideas and reasons to support the writer’s purpose | Creates an effective organizational structure that logically groups ideas and reasons to support the writer’s purpose |
| Provides clear reasons that are supported by facts and details | May not provide reasons that are supported by facts | Attempts to provide reasons that are sometimes supported by facts | Provides reasons that are supported by facts | Provides clear reasons that are supported by facts and details |
| Uses linking words and phrases effectively to connect opinions and reasons | May not use any linking words to connect opinions and reasons | Uses few linking words to connect opinions and reasons; connections are not always clear | Uses some linking words to connect opinions and reasons | Uses linking words and phrases effectively to connect opinions and reasons |
| Provides a strong concluding statement or section related to the opinion presented | Provides a minimal or no concluding statement or section | Provides a weak concluding statement or section that may not be related to the opinion | Provides a concluding statement or section related to the opinion presented | Provides a strong concluding statement or section related to the opinion presented |
| The student’s response demonstrates full command of language usage and conventions. | The student will receive a condition code for various reasons. | The student will receive a condition code for various reasons. | The student’s response demonstrates partial command of language usage and conventions. | The student’s response demonstrates full command of language usage and conventions. |
| Has clear and complete sentence structure, with appropriate range and variety | Hasfragments,run‐ons,and/orothersentencestructureerrors | Has complete sentences, with some variety | Has clear and complete sentence structure, with appropriate range and variety | Has clear and complete sentence structure, with appropriate range and variety |
| Shows knowledge of language and its conventions when writing | Shows little knowledge of language and its conventions when writing | Shows some knowledge of language and its conventions when writing | Shows some knowledge of language and its conventions when writing | Shows knowledge of language and its conventions when writing |
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