High School Organization and Conventions Rubric

Each student's response will receive a score for Organization and Conventions. The rubric for organization and conventions measures the degree to which the writer's ideas are arranged in a clear order, using consistent organizational structure and correct grammar, conventions, usage, and mechanics.

	Domain 2: Organization of Academic Ideas and Conventions (OC). The degree to which the writer’s ideas are arranged in a clear order, using consistent organizational structure and correct grammar, conventions, usage, and mechanics.
	Components and Elements Overall Plan/Organizational Structure - Uses techniques appropriate to expository or argumentative genres of writing Introduction/Body/Conclusion Transitions/Linking Ideas Syntax (sentence variety in length/structure) Grammar, usage, and mechanics
4	Consistent control of the components of Organization and Conventions. The response is characterized by most or all of the following: Effectively applies an organizational structure using effective expository or argumentative techniques; creates purposeful development and coherence throughout the text. Effectively establishes an introduction that guides the focus. Effectively provides a memorable conclusion connected to the information presented. Uses effective, varied external and internal transitions to guide the audience and enhance cohesion. Effectively crafts text with varied syntax to communicate clearly and precisely. Effectively uses accurate, specific words. Consistently uses correct grammar, usage, and mechanics throughout the text. Errors are minor and do not interfere with readability. Control, coherence, and cohesion are maintained consistently throughout the text.
3	Sufficient control of the components of Organization and Conventions. The response is characterized by most or all of the following: Applies an organizational structure using appropriate expository or argumentative techniques; creates development and coherence through a majority of the text. Establishes an introduction that guides the focus. Provides a conclusion that summarizes the information presented. Uses external or internal transitions to guide the audience and supports cohesion. Composes text with some variety in syntax to communicate clearly. The majority of sentences are formed correctly, but there may be some fragments and run-ons. Sufficiently uses correct grammar, usage, and mechanics in the majority of the text. Few errors interfere with readability. Control, coherence, and cohesion are maintained consistently throughout the text.
2	Limited control of the components of Organization and Conventions. The response is characterized by most or all of the following: Attempts application of an organizational structure with limited use of expository or argumentative techniques and limited development of the text. Attempts with some success an introduction to guide the focus. Attempts to provide a conclusion that may not summarize some of the information presented. Uses some transitions to guide the audience. Attempts control of syntax with limited success. Text may have fragments or run-ons OR rely heavily on simple sentences. Limited or simple control of correct grammar, usage, and mechanics in some of the text. Some errors may interfere with readability. Control, coherence, and cohesion are maintained consistently throughout the text.
1	Lack of control of the components of Organization and Conventions. The response is characterized by most or all of the following: Lacks application of an organizational structure and/or use of expository or argumentative techniques; ineffectively develops the text. Introduction is not present OR introduction is ineffective to guide the focus. Conclusion is not present OR conclusion is ineffective. Transitions may not be present OR do not guide the audience. Lacks control of syntax. Text has frequent fragments, run-ons, and incorrect sentences. Lacks control of grammar, usage, and mechanics. Errors are frequent and severe and interfere with readability. Control, coherence, and cohesion are maintained consistently throughout the text. (Demonstration of competence is limited due to brevity OR copying from the provided documents.)
0	Nonscorable. The response is unable to be scored. Reasons a student may not receive a score include blank or insufficient submissions, plagiarized content, and off topic responses.

Domain 2: Organization of Academic Ideas and Conventions (OC). The degree to which the writer’s ideas are arranged in a clear order, using consistent organizational structure and correct grammar, conventions, usage, and mechanics.

Components and Elements

Overall Plan/Organizational Structure - Uses techniques appropriate to expository or argumentative genres of writing
Introduction/Body/Conclusion
Transitions/Linking Ideas
Syntax (sentence variety in length/structure)
Grammar, usage, and mechanics

Consistent control of the components of Organization and Conventions. The response is characterized by most or all of the following:

Effectively applies an organizational structure using effective expository or argumentative techniques; creates purposeful development and coherence throughout the text.
Effectively establishes an introduction that guides the focus. Effectively provides a memorable conclusion connected to the information presented.
Uses effective, varied external and internal transitions to guide the audience and enhance cohesion.
Effectively crafts text with varied syntax to communicate clearly and precisely. Effectively uses accurate, specific words.
Consistently uses correct grammar, usage, and mechanics throughout the text. Errors are minor and do not interfere with readability.

Control, coherence, and cohesion are maintained consistently throughout the text.

Sufficient control of the components of Organization and Conventions. The response is characterized by most or all of the following:

Applies an organizational structure using appropriate expository or argumentative techniques; creates development and coherence through a majority of the text.
Establishes an introduction that guides the focus. Provides a conclusion that summarizes the information presented.
Uses external or internal transitions to guide the audience and supports cohesion.
Composes text with some variety in syntax to communicate clearly. The majority of sentences are formed correctly, but there may be some fragments and run-ons.
Sufficiently uses correct grammar, usage, and mechanics in the majority of the text. Few errors interfere with readability.

Control, coherence, and cohesion are maintained consistently throughout the text.

Limited control of the components of Organization and Conventions. The response is characterized by most or all of the following:

Attempts application of an organizational structure with limited use of expository or argumentative techniques and limited development of the text.
Attempts with some success an introduction to guide the focus. Attempts to provide a conclusion that may not summarize some of the information presented.
Uses some transitions to guide the audience.
Attempts control of syntax with limited success. Text may have fragments or run-ons OR rely heavily on simple sentences.
Limited or simple control of correct grammar, usage, and mechanics in some of the text. Some errors may interfere with readability.

Control, coherence, and cohesion are maintained consistently throughout the text.

Lack of control of the components of Organization and Conventions. The response is characterized by most or all of the following:

Lacks application of an organizational structure and/or use of expository or argumentative techniques; ineffectively develops the text.
Introduction is not present OR introduction is ineffective to guide the focus. Conclusion is not present OR conclusion is ineffective.
Transitions may not be present OR do not guide the audience.
Lacks control of syntax. Text has frequent fragments, run-ons, and incorrect sentences.
Lacks control of grammar, usage, and mechanics. Errors are frequent and severe and interfere with readability.

Control, coherence, and cohesion are maintained consistently throughout the text.

(Demonstration of competence is limited due to brevity OR copying from the provided documents.)

Nonscorable. The response is unable to be scored. Reasons a student may not receive a score include blank or insufficient submissions, plagiarized content, and off topic responses.