TUSD
Scoring
Extended
Writing
Using the PARCC Rubric as
Framework
September 2014
Outcomes
 Describe
the components of the ELA
Writing Rubric
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4 Score Point = 3
• Provides an
accurate analysis
of text’s explicit
& inferential
content
Shows
Comprehension • Cites
convincing
of Source Text
textual evidence
Ideas/Details
for the analysis
• Provides an
accurate analysis
of text’s explicit &
inferential content
• Cites textual
evidence to
support the
analysis
Score Point = 2
• Has a mostly
accurate analysis of
text’s explicit &
inferential content
• Cites textual
evidence to support
the analysis
• Shows a basic
• Demonstrates
• Shows extensive comprehension of
full
comprehension of the text’s ideas
comprehension
the text’s ideas
of text’s complex
ideas
Score Point = 1
Score Point = 0
• Has a minimally • Has an inaccurate
accurate analysis of analysis of text’s
text’s content
content
• Cites some textual • Shows a little to no
evidence for the
comprehension of the
analysis
text’s ideas
• Shows a limited
comprehension of
the text’s ideas
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4 Score Point = 3
• Provides an
accurate
analysis of text’s
explicit &
inferential
content
Shows
Comprehension
• Cites
of Source Text
convincing
Ideas/Details
textual evidence
for the analysis
• Demonstrates
full
comprehension
of text’s complex
ideas
• Provides an
accurate analysis
of text’s explicit &
inferential content
• Cites textual
evidence to
support the
analysis
Score Point = 2
Score Point = 1
• Has a minimally
• Has a mostly
accurate analysis of accurate analysis
of text’s content
text’s explicit &
inferential content
• Cites some textual
evidence for the
• Cites textual
evidence to support analysis
the analysis
• Shows a basic
• Shows extensive comprehension of
comprehension of the text’s ideas
the text’s ideas
• Shows a limited
comprehension of
the text’s ideas
Score Point = 0
• Has an inaccurate
analysis of text’s
content
• Shows a little to no
comprehension of the
text’s ideas
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4
• Addresses the
prompt
Own
Ideas
Developed
in the
Written
Response
• Effectively
develops the claim,
topic, narrative
• Has convincing
details, reasoning &
text-based evidence
appropriate for task,
purpose & audience
Score Point = 3
• Addresses the prompt
• Develops the claim,
topic or narrative
Score Point = 2
• Addresses the
prompt
Score Point = 1
• Addresses the prompt
• Develops a claim,
• Develops a claim, topic or narrative
topic or narrative
minimally
• Uses details, reasoning somewhat
• Uses limited details,
& text-based evidence
reasoning & evidence
appropriate for the task, • Uses details,
reasoning & textthat is only limitedly
purpose & audience
based evidence
appropriate for the task,
somewhat
purpose & audience
appropriate for the
task, purpose &
audience
Score Point = 0
• Is
underdeveloped
• Is inappropriate
for the task,
purpose &
audience
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4
• Addresses the
prompt
Own
Ideas
Developed
in the
Written
Response
• Effectively
develops the claim,
topic, narrative
• Has convincing
details, reasoning &
text-based evidence
appropriate for task,
purpose & audience
Score Point = 3
• Addresses the prompt
• Develops the claim,
topic or narrative
Score Point = 2
• Addresses the
prompt
Score Point = 1
Score Point = 0
• Addresses the prompt
• Is
underdeveloped
• Develops a claim,
• Develops a claim, topic or narrative
topic or narrative
minimally
• Uses details, reasoning somewhat
• Uses limited details,
& text-based evidence
• Uses details,
reasoning & evidence
appropriate for the
reasoning & textthat is only limitedly
task, purpose &
based evidence
appropriate for the task,
audience
somewhat
purpose & audience
appropriate for the
task, purpose &
audience
• Is
inappropriate for
the task, purpose
& audience
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4
Organization
of the
Written
Response
Score Point = 3
• Is purposefully • Is mostly clear, coherent
clear, coherent and and cohesive
cohesive
• Has a conclusion and
• Has a strong
introduction
intro and
conclusion
• Has a logical
progression of ideas that
• Has a logical
facilitate understanding
progression of
the writer’s position
ideas that facilitate
understanding the
writer’s position
Score Point = 2
Score Point = 1
Score Point = 0
• Has some clarity, • Has limited clarity,
• Has a lack of
coherence and cohesion clarity, coherence
coherence and
cohesion
and cohesion
• Leaves the writer’s
• Has a conclusion progression of ideas
unclear
and introduction
• Has a logical
grouping of ideas
that makes the
writer’s view
discernable but not
obvious
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4
Organization
of the
Written
Response
Score Point = 3
• Is purposefully • Is mostly clear, coherent
clear, coherent and and cohesive
cohesive
• Has a conclusion and
• Has a strong
introduction
intro and
conclusion
• Has a logical
progression of ideas that
• Has a logical
facilitate understanding
progression of
the writer’s position
ideas that facilitate
understanding the
writer’s position
Score Point = 2
Score Point = 1
Score Point = 0
• Has some clarity, • Has limited clarity,
• Has a lack of
coherence and cohesion clarity, coherence
coherence and
cohesion
and cohesion
• Leaves the writer’s
• Has a conclusion progression of ideas
unclear
and introduction
• Has a logical
grouping of ideas
that makes the
writer’s view
discernable but not
obvious
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4
• Establishes &
maintains an
Clarity of
effective style &
Language tone
in the
Response • Uses precise
language
consistently
(sensory details,
descriptive words
and phrases,
transitional and
linking words,
domain-specific
vocabulary
Score Point = 3
Score Point = 2
• Establishes & maintains • Establishes &
an effective style & tone maintains a mostly
effective style
• Uses mostly precise
language (descriptive
• Has some precise
words & phrases, sensory words & phrases,
details, transitional and
sensory details,
linking words, domaintransitional and
specific vocabulary
linking words,
domain-specific
vocabulary
Score Point = 1
Score Point = 0
• Uses a style that has a • Has an
limited effectiveness
inappropriate
style
• Uses limitedly
• Uses little if any
descriptive words &
phrases, sensory details, descriptive
transitional and linking language
words, and domainspecific vocabulary
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4
• Establishes &
maintains an
Clarity of
effective style &
Language tone
in the
Response • Uses precise
language
consistently
(sensory details,
descriptive words
and phrases,
transitional and
linking words,
domain-specific
vocabulary
Score Point = 3
Score Point = 2
• Establishes & maintains • Establishes &
an effective style & tone maintains a mostly
effective style
• Uses mostly precise
language (descriptive
• Has some precise
words & phrases, sensory words & phrases,
details, transitional and
sensory details,
linking words, domaintransitional and
specific vocabulary
linking words,
domain-specific
vocabulary
Score Point = 1
Score Point = 0
• Uses a style that has a • Has an
limited effectiveness
inappropriate
style
• Uses limitedly
• Uses little if any
descriptive words &
phrases, sensory details, descriptive
transitional and linking language
words, and domainspecific vocabulary
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4
• Strongly
commands the
conventions of
standard English
Knowledge consistent with
of
effective editing
Writing
Conventions • Despite a few
minor errors in
grammar & usage,
the meaning is
clear throughout
Score Point = 3
• Has command of the
conventions of standard
English consistent with
edited writing
Score Point = 2
• Has spotty
command of the
conventions of
standard English
consistent with
editing
• May have a few
distracting of errors in
grammar/usage but the • May show a pattern
meaning is clear overall of grammar & usage
errors that at times
impedes
understanding
Score Point = 1
Score Point = 0
• Has limited command
of the conventions of
standard English
consistent with editing
• Has little to no
command of the
conventions of
standard English
• Has many distracting
errors in grammar &
usage that at times
impede understanding
• Has frequent
distracting errors
in grammar &
usage, often
impeding
understanding
Grades 6-12: Scoring Rubric for Analytic Writing
Score Point = 4
• Strongly
commands the
conventions of
standard English
Knowledge consistent with
of
effective editing
Writing
Conventions • Despite a few
minor errors in
grammar & usage,
the meaning is
clear throughout
Score Point = 3
• Has command of the
conventions of standard
English consistent with
edited writing
Score Point = 2
• Has spotty
command of the
conventions of
standard English
consistent with
editing
• May have a few
distracting of errors in
grammar/usage but the • May show a
meaning is clear overall pattern of grammar
& usage errors that
at times impedes
understanding
Score Point = 1
• Has limited
command of the
conventions of
standard English
consistent with editing
Score Point = 0
• Has little to no
command of the
conventions of
standard English
• Has frequent
• Has many
distracting
distracting errors in errors in
grammar & usage that grammar & usage,
at times impede
often impeding
understanding
understanding
9th-10th Grade Argument Text
 PROMPT:
Write an argumentative essay in
which you make a case for the speaker whom
you think makes the strongest argument to
promote racial equality. Consider each
speaker’s use of claims, counterclaims,
reasons, evidence, and methods when making
your determination.
 Individually,
read the text from Students A score
the writing based on the 6-12 Grade Rubric
criteria.
Table Discussion
 Review
and discuss your scores for each
construct.
 You
have reached consensus if you are within a
point. The higher score prevails.
Reflection
Answer the following on a sticky note and
post on the “Questions” poster before you
leave.
 What
questions do you have regarding the
ELA rubric?
 What
questions do you have regarding
the scoring process?