ANALYTIC Writing: ​
Write arguments, analyses, and informational texts to convey information and support researched claims through the selection, organization, and analysis of relevant evidence 8th Analytic Writing Rubric Writing Target Extends (4.0) 8.WA.1a1​
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Introduce a topic Introduces a topic/claim by clearly,​
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previewing what is providing appropriate and sophisticated background to follow information and a clearly worded, sophisticated topic/claim sentence, previewing what is to follow. Mastery (3.0) Developing Mastery (2.0) Not Mastering (1.0) Introduces a topic/claim by providing appropriate background information and a clearly worded topic/claim sentence, previewing what is to follow. Topic/claim sentence is unclear AND background knowledge does not adequately introduce the topic/claim or preview what is to follow. Topic/claim sentence is inappropriate to task AND/OR Background knowledge is inaccurate or inappropriate. 8.WA.1a2​
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Organize Does not extend Demonstrates purposeful coherence, clarity, and cohesion and a logical, well­executed progression of ideas, making it easy to follow the writer’s progression of ideas Demonstrates limited organization or coherence of ideas, making the writer’s progression of ideas somewhat unclear Random or off topic list of reasons and evidence AND/OR Lack of coherence of ideas makes the topic or paper confusing 8.WA.1a3 ​
Distinguish Does not extend Distinguishes and logically refutes opposing claims with relevant evidence and explanation/analysis Distinguishes and logically refutes opposing claims with limited relevant evidence and explanation/analysis Distinguishes and refutes opposing claims with illogical, faulty, inappropriate, or irrelevant evidence and/or explanation/analysis. •Comprehensively develops and supports the topic/claim throughout with clear, convincing, and relevant and ideas/reasons. •Seamlessly weaves text evidence (concrete details, quotations, or other information •Develops and supports the topic/claim with relevant ideas or clear reasons •Smoothly incorporates text evidence (concrete details, quotations, or other information and examples from credible sources) •Develops and supports the topic/claim with some relevant ideas or clear reasons AND/OR •Incorporates limited text evidence (concrete details, quotations, or Analysis of text evidence is illogical, faulty, inappropriate, or irrelevant. ideas/reasons and evidence clearly ​
using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. topic/claim from alternate or opposing claims​
(when appropriate) 8.WA.1b​
Develop and support the topic/claim with relevant facts, clear reasons, and relevant evidence using concrete details, quotations or other information and examples from credible sources as appropriate to demonstrate an understanding of the topic or text. and examples from credible sources) throughout written piece. •Uses sophisticated logic to analyze how text evidence supports the claim or topic sentence using several advanced strategies (Analogies, anecdotes, inferences, appropriate connections, etc.). • Logically analyzes how the text evidence supports the claim or topic sentence other information and examples from credible sources) AND/OR •Analysis reads as a summary or may need further development. 8.WA.1c​
Use appropriate transitions (words, phrases, clauses) to clarify the relationships among ideas/claims and concepts/reasons. Uses sophisticated, appropriate, and varied ​
transitional phrases and ​
clauses​
to connect ideas from paragraph to paragraph and from sentence to sentence. Uses appropriate and varied transitions to connect ideas from paragraph to paragraph and from sentence to sentence. Uses some appropriate and varied transitions to connect ideas from paragraph to paragraph and from sentence to sentence. Transitions between ideas are missing or inappropriate throughout the piece. 8.WA.1d​
Use precise language and domain­specific vocabulary. Consistently uses precise language that is above and beyond grade level expectations, including but not limited to descriptive words and phrases, sensory details, and figurative language to indicate tone and/or domain­specific vocabulary. Uses precise language consistently, including descriptive words and phrases, and sensory details to indicate tone, and/or domain ­specific vocabulary. Uses some precise language, including descriptive words and phrases, and sensory details, to indicate tone and/or domain­specific vocabulary. The response includes little to no precise language. 8WA.1e ​
Establish and maintain a formal style ​
Establishes and maintains an effective style, while attending to the norms of the discipline. AND Strong voice/tone is used deliberately to accomplish a specific purpose that significantly enhances the message of the essay. Establishes and maintains an effective style, while attending to the norms of the discipline. AND Writer’s voice/tone consistently and appropriately conveys the author’s attitude toward the topic. The student response has a style that has limited effectiveness, with limited awareness of the norms of the discipline. AND/OR Writer’s voice/tone is inconsistent or does not appropriately convey the author’s attitude toward the topic. The student response has an inappropriate style. The student writing shows little to no awareness of the norms of the discipline. AND/OR Writer’s voice/tone is difficult to detect throughout most of the writing. 8WA.If​
Provide a concluding statement or section that follows from the explanation/argument presented. • ​
Pro​
vides a concluding section that goes beyond mere review by using an effective sophisticated final statement (e.g. drawing a parallel or mirroring the introduction, making a final appeal to pathos, asking a rhetorical question) • ​
Provides a concluding section that reviews and supports the information or argument presented, leaving the reader with a sense of closure and resolution. • Conclusion repeats the introduction or simply restates all of the main points. •Conclusion is limited or lacks appropriate development. • Conclusion does not exist is completely off topic. which enables the reader to reflect deeply on the topic. Language Target: Demonstrate command of the conventions of standard English grammar usage when writing or speaking. Demonstrates full command of the conventions of Standard English consistent with edited writing. AND Incorporates a variety of sentence structures (including but not limited to semi­colons, colons, commas, and dashes, purposeful fragments) to add tone and create cohesion among ideas. Demonstrates full command of the conventions (including forming and using verbs in the active voice) of Standard English consistent with edited writing There may be a few minor errors in grammar and usage, but meaning is clear throughout the response. Demonstrates moderate command of the conventions of Standard English consistent with edited writing. There are a few patterns of errors in grammar and usage that may occasionally interfere in understanding. Demonstrates limited command of the conventions of Standard English consistent with edited writing. There are multiple patterns of errors in grammar and usage that interfere in understanding, demonstrating minimal control over language. Language Target Instructional Focus Cycle 1 Cycle 2 Cycle 3 & 4 Cycle 5 & 6 focusing on forming and using verbs in the active and passive voice and issues in student writing. focusing on forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood and issues from student writing. Instructional focus on recognizing and correcting inappropriate shifts in verb voice and mood and issues in student writing. Instructional focus on issues in student writing.