Presentational Writing Rubric

4 3 2 1

Organization

Transition words and Transition words make the
phrases provide a
seamless progression with
a logical purpose.
Organization of ideas is
polished.
Introduction included an
attention getter that
drew the reader in.
Conclusion leaves us
thinking and wanting
more.
Transition words are
connections between ideas
clear.
Ideas are ordered in an
effective and logical way.
Introduction included an
attention getter that
communicated the topic.
Conclusion is effective in
that it wraps up theme.
Connections between
missing, inappropriate or
distracting.
Ideas may not be
ordered effectively.
Introduction alludes to
the topic.
Conclusion fails to wrap
up major points from the
essay.
ideas are unclear or
missing due to a lack of
transition words.
Ideas are disorganized
and hard to follow.
Introduction fails to
communicate the topic.
Conclusion is missing.

Academic Thinking

Reasoning is well Reasoning is present Student believes Reasoning is absent

developed and clearly links and logical. reasoning is implied. (Leaves or very underdeveloped.
examples to the claim. Evidence supports reader to make an Weak evidence or too
Evidence is the claim sufficiently. inference.) little evidence present. Very
well-chosen, supports the Evidence is present few details included.
claim sufficiently, and is but details included are too
thoughtfully explained. brief.

Vocabulary

Vocabulary demonstrates Vocabulary demonstrates Vocabulary does not Vocabulary is limited to

mastery of vocabulary
words learned in the unit
and also integrates
vocabulary from past
units.
mastery of vocabulary demonstrate mastery of basic words or is often
words learned in the unit. vocabulary words misused; either words or
learned in the unit or is parts of speech
sometimes misused. demonstrate errors.

Grammar and conventions
consistently facilitate the
readability of the piece.
Grammar
Grammar and conventions Grammar and conventions
mostly facilitate the sometimes distract from
readability of the piece. the message of the piece.
Consistent errors in
grammar and conventions
cloud the message of the
piece.
PRESENTATIONAL

Beginning
C.1. Oral presentations: Students will dramatize student-created and/or authentic songs, short poems, skits, or
dialogues
C.2. Speeches: Students will write and present a short narrative about themselves
C.3. Directions: Students will give simple commands and make requests of another person or group
C.4. Recounting events: Students will tell a simple story
C.5. Forms of writing: Students will write personal journals and/or brief messages to friends (postcard, letter, or
e-mail)

Developing (Imitative - Reflective):

C.1. Oral presentations: Students will present student-created and/or authentic short plays, stories, skits, poems, and
songs
C.2. Speeches: Students will write and deliver a short presentation about their school or community
C.3. Directions: Students will give simple directions to someone in order to complete a multi-step task
C.4. Recounting events: Students will tell a story incorporating some description and detail
C.5. Forms of writing: Students will write short compositions and letters