Year 6 Persuasive Writing Assessment Rubric (Traditional Persuasive Writing Text)

Novice / Advanced Beginner / Competent / Proficient / Expert
Audience / Text does not seem to target any particular audience. / Text demonstrates some understanding of the potential audience. / Text demonstrates an understanding of audience. / Text demonstrates an understanding of the potential audience and predicts some of their counter arguments. / Argument demonstrates a clear understanding of the potential audience and anticipates and includes information related to their opinion and counter arguments.
Purpose / Focus / No personal position, point of view, or opinion is given and the authors position is unknown. / Attempts to take a position, point of view, or opinion, but no position is made clear and minimal or no support is provided. / Position, point of view or opinion is presented but provides uneven support. Support lacks development or is repeated. / Writing takes a clear position, point of view, or opinion. Support with relevant reasons and or examples is provided. / Writing clearly states a position, point of view or opinion which is supported by facts, examples and opinions from a variety of sources.
Research / No research is evident. / The text shows evidence of research from one source although details and facts are not recorded / The text shows evidence of research from one source and facts and opinions are recorded accurately. / The text shows evidence of research from more than one source and attempts to include several facts, opinions and details to support the argument. / The text shows evidence of research from a variety of sources and includes several correctly recorded facts, opinions and details to support the argument.
Features of Persuasive Text
Visuals / Visuals are not related to the topic / Visuals are related to the topic but cannot be linked to the argument. / Visuals are related to the topic and can be clearly linked to the argument. / Visuals are appealing and add support to the argument. / Visuals are appealing, highly relevant, and add support to the argument.
Reasons and Support / Little or no supporting evidence within paragraphs that support the position, point of view, or opinion. / Limited evidence within paragraphs that support the position, point of view, or opinion. / Some relevant, supporting evidence within paragraphs support the position, point of view, or opinion. / Precise and relevant supporting evidence within paragraphs that support the position, point of view or opinion. / The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons and/or explanations.
Structure
Introduction / The opening sentence does not grab the attention of the audience. No background information about the topic is given. There is also no information about the significance or relevance of the topic to the audience. The purpose is not given and there is no preview to what will be covered in the body of the text. / The opening sentence is vague and does not grab the audience’s attention. Some background information or vague reasons for why the topic is significant are given but the reader remains unclear as to why the topic is important to them. A brief description of one or two of the main points to be discussed is given. / The opening sentence is clearly understood but does not completely grab the attention of the reader. The purpose of the text is written but only vague reasons why the topic is significant and relevant to the reader are given. A brief preview of the main points to be discussed is given. / The opening sentence intrigues the reader to read on. Some background information of the topic is given and attempt is made to establish the significance of the topic and its relevance to the audience. The purpose is stated and reveals the central idea to the text. A preview lets the reader know some of the main ideas which will be discussed. / The opening sentence grabs the reader’s attention and creates an interest to keep reading. Relevant background information on the topic is provided, the significance of the topic is provided and the audience understands why this topic is relevant to them. A strong purpose sets the tone for the text and a preview to the main ideas is given.
Body / Argument or problem is stated but does not support the thesis, is unclear or has no supporting detail. / The argument or problem is stated but does not support the purpose, is unclear or is not fully supported. Transitions between paragraphs are evident but in some cases are not smooth and the flow of the text is lost. / The argument or problem presented is clear but does not strongly support the thesis or is not adequately developed using supporting materials. Some transitions between paragraphs flow smoothly. / Arguments and problems are stated and support the purpose. Information is presented in a logical order and transitions between paragraphs support the smooth flow of the text. / Argument or problems are clearly stated, support the purpose using a variety of materials and include appropriately organised sub points.
Information is presented in a logical order. Transitions between paragraphs are clear and flow smoothly.
Conclusion / There is no signal in the text to indicate that the conclusion is beginning. The purpose of the text is not referred to and there is no summarising sentence to indicate an end to the text. / Some attempt is made to signal a conclusion. The purpose is mentioned and some of the main points are referred to. There is no sense of closure to the argument. / There is some evidence in the text that signals the beginning of a conclusion. The purpose is referred to and there is some review of the main points. An attempt has been made to end the text but it does not necessarily bring a sense of closure or impact. / The text indicates a transition to the conclusion. The purpose of the text is restated, main points are referred to (but not restated) and the final statement effectively ends the writing but does not necessarily have a lasting impact on the reader. / The text signals a transition to the conclusion. The purpose is restated with impact, main points are strongly restated and the final statement refers back to the main argument made in the introduction and ends with a strong and powerful statement.
Language Features
Vocabulary / Word choices are very basic and often don’t make sense when combined. / Vocabulary is basic, however some variety in word choices begins to show. / Words are adequate and some new and interesting words are used correctly to begin to shape the argument. / There is evidence of new words which are used accurately and precisely to enhance the argument. / Vocabulary is striking, powerful and engaging, it catches the readers eye and remains in their memory. Words are used accurately and enhance the argument.
Writing Mechanics
Spelling / Spelling errors of commonly used words are evident throughout the text. / Commonly used words are mostly spelt correctly. More complex words are not spelt correctly and there is no evidence of the use of a dictionary or spell check to correct these. / Commonly used words are spelt correctly. However, frequent errors occur in the spelling of more complex words and there is no evidence of the use of a spell check or dictionary to correct these. / All commonly used words are spelt correctly. More complex words are mostly spelt correctly but there are some errors. The use of a spell check is evident but the use of a dictionary may have been required for place names or “Australian spelling” / All commonly used words are spelt correctly. Resources such as a dictionary or spell check have been used to ensure all complex words are spelt correctly.
Punctuation / Correct use of punctuation cannot be identified throughout the text. / Capital letters are applied at the beginning of a sentence and to characters’ names.
There is evidence of some correct use of full stops, commas, exclamation marks and question marks throughout the text. / Correct use of full stops and capital letters to sentences throughout the entire text.
Some correct use of commas, explanation marks, question marks, speech marks and Capital letters to proper nouns is evident throughout the text. / Capital letters are applied correctly to proper nouns.
Punctuation such as full stops, commas, exclamations marks, question marks and speech marks are identified and used correctly throughout / All basic punctuation marks such as capital letters, full stops, commas, exclamation marks, question marks and speech marks are identified and used correctly. Capital letters are applied to all proper nouns. Evidence of some correct use of more complex punctuation such as ellipses, semi colons, colons, dashes, brackets and apostrophes.
Sentences / Sentences do not make sense. / Individual sentences do not make sense making the text difficult to read and comprehend. / All sentences make sense when they stand alone but become difficult to read and comprehend when combined with the previous and next sentence in the text. / All sentences make sense when they stand alone as well as when they combine with the previous and next sentences in the text. / Sentences are of considerable length and include enough detail for the reader to develop an image of what is being presented.