<p> Irvington High School Writing Rubric </p><p>4 (Accomplished) 3 (Proficient) 2 (Emerging) 1 (Not Evident) an IHS writer consistently… an IHS writer frequently… an IHS writer generally… an IHS writer … Thesis  States clear,  States clear,  States partially  Lacks a controlling Claim insightful, controlling controlling idea that is developed controlling idea. idea that focuses the maintained idea or one that is Controlling writing. throughout the inconsistently Idea writing. maintained.</p><p>Organization Organization is crafted to Organization is logically Organization is evident Organization is confusing: create a smooth, logical, and appropriately crafted but flawed: and compelling written to create an interesting piece: written piece:</p><p> Introduction is  Introduction clearly  Introduction states  There is no clear engaging, states the states the main topic the main topic, but introduction of the main topic, and and previews the does not adequately main topic or previews the structure structure of the preview the structure structure of the of the paper. paper. of the paper. paper.</p><p> Transitions are varied  Transitions show how  Some transitions work  Transitions between and show smooth, ideas are connected. but connections ideas are unclear or logical connections. between some ideas nonexistent. are vague.  Conclusion expresses  Conclusion expresses and expands upon how content supports  Conclusion merely  Conclusion is lacking how content supports main idea. restates main idea. or unclear. main idea(s). Evidence and  Reasoning is logical  Reasoning lacks  Reasoning is vague,  Reasoning is insightful Reasoning and consistently well- sufficient examples, undeveloped, or not and fully elaborated developed with details, and/or related to the topic. throughout the paper specific examples, evidence. with logical examples, details, and evidence. details, and evidence. Style/Tone  Sentences are clear,  Sentences are clear  Sentences are  Sentences are vague, complete, and and complete but may occasionally unclear, incomplete, or sentence structure is not achieve structural may be wordy, or lack otherwise flawed. varied. Language is complexity. Language variety. Language is Language is imprecise precise and concise, is precise and uninteresting or or confusing. evocative and effective. repetitive. original.</p><p> Tone is sophisticated,  Tone is appropriate  Tone is inconsistent  Tone does not consistent, and for audience. Displays and/or inappropriate consider the displays mastery of understanding of for audience. audience. Does not content-specific content-specific Attempts to use use content-specific language. language. content-specific language. language. Conventions  Writing exhibits  Writing shows a clear  Writing reveals an  Writing reveals little (grammar, excellent command of command of the inconsistent command command of the punctuation, the conventions of conventions of written of the conventions of conventions of written spelling) written English. English. Errors do not written English. Errors English. Errors Minimal errors have significantly diminish are frequent or seriously diminish no impact on meaning. diminish meaning. meaning. meaning. Rubric Definitions</p><p>Claim: a statement essentially arguable but used as a primary point to support or prove an argument; an arguable statement Concise: giving a lot of information clearly and in a few words; brief but comprehensive or understandable</p><p>Controlling idea: contains your opinion or claim about the topic. It shows what direction you are going to take in writing about the topic. Conventions: spelling, punctuation, capitalization, and grammar, which help make a student's essay clear and understandable Elaborated: develop or present in detail</p><p>Engaging: occupy, attract, or involve (someone’s interest or attention)</p><p>Evocative: bringing strong images, memories, or feelings to mind</p><p>Exhibits: to show or display</p><p>Logical: natural or sensible given the circumstances</p><p>Mastery: control or superiority over someone or something</p><p>Original: created directly and personally by someone; not a copy or imitation</p><p>Precise: exact, accurate, and careful about details</p><p>Reasoning: the action of thinking about something in a logical, sensible (it makes sense) way.</p><p>Sophisticated: aware of and able to interpret complex issues</p><p>Sufficient: enough; adequate.</p><p>Structure: arrangement of and relations between the parts or elements of something complex</p><p>Tone: the general character or attitude of a place, piece of writing, situation (formal, informal,solemn, somber, playful, serious, ironic, condescending, or many other possible attitudes) </p><p>Transitions: a passage or sentence in a piece of writing that smoothly connects two topics or sections to each other.</p><p>Thesis: A statement or argument that is put forward as a premise to be maintained or proved</p><p>Vague: thinking or communicating in an unfocused or imprecise way</p>