Middle 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 and consistently uses a coherent structure and/or features to organize ideas using effective expository or argumentative techniques; clearly conveys information appropriate to the purpose and audience. Effectively establishes an introduction and provides an effective conclusion. Effectively uses varied transition words and phrases to connect ideas, sentences, paragraphs, and/or sections. Effectively uses varied syntax and accurate, specific vocabulary throughout the text to communicate clearly. Sentence errors are few and do not interfere with meaning. Consistently uses correct grammar, usage, and mechanics throughout the text. Errors are minor and do not interfere with readability. Control and coherence 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: Uses a coherent structure and/or features to organize ideas using appropriate expository or argumentative techniques; conveys information appropriate to the purpose and audience MOST of the time. Establishes an introduction and provides a conclusion. Uses varied transition words and phrases to connect ideas, sentences, paragraphs, and/or sections. Sufficiently uses varied syntax and accurate, specific vocabulary in the majority of the text to communicate clearly. The majority of sentences are formed correctly, but there are some errors. Sufficiently uses correct grammar, usage, and mechanics in the majority of the text. Few errors interfere with readability. Control and coherence are maintained for most of the text.
2	Limited control of the components of Organization and Conventions. The response is characterized by most or all of the following: Attempts to use a structure and/or features to organize ideas with expository or argumentative techniques. Attempts with some success to use text structure and/or features appropriate to the purpose and audience. Attempts with some success to establish an introduction and a conclusion. Attempts with some success to use transition words and phrases to connect ideas, sentences, paragraphs, and/or sections. Attempts to use syntax and vocabulary with limited success. Sentence errors interfere with meaning and/or there is an overuse of simple sentences. Limited or simple control of correct grammar, usage, and mechanics in some of the text. Some errors may interfere with readability. Control and coherence are inconsistent or limited in 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 a structure and/or features to organize ideas with expository or argumentative techniques. Lacks text structure and/or features appropriate to the purpose and audience. Lacks an introduction and a conclusion. Lacks transition words and phrases to connect ideas, sentences, paragraphs, and/or sections. Lacks use of syntax and vocabulary. Sentence errors are frequent and severely interfere with meaning. Lacks control of grammar, usage, and mechanics. Errors are frequent and severely interfere with readability. Control and coherence are lacking in 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 and consistently uses a coherent structure and/or features to organize ideas using effective expository or argumentative techniques; clearly conveys information appropriate to the purpose and audience.
Effectively establishes an introduction and provides an effective conclusion.
Effectively uses varied transition words and phrases to connect ideas, sentences, paragraphs, and/or sections.
Effectively uses varied syntax and accurate, specific vocabulary throughout the text to communicate clearly. Sentence errors are few and do not interfere with meaning.
Consistently uses correct grammar, usage, and mechanics throughout the text. Errors are minor and do not interfere with readability.

Control and coherence 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:

Uses a coherent structure and/or features to organize ideas using appropriate expository or argumentative techniques; conveys information appropriate to the purpose and audience MOST of the time.
Establishes an introduction and provides a conclusion.
Uses varied transition words and phrases to connect ideas, sentences, paragraphs, and/or sections.
Sufficiently uses varied syntax and accurate, specific vocabulary in the majority of the text to communicate clearly. The majority of sentences are formed correctly, but there are some errors.
Sufficiently uses correct grammar, usage, and mechanics in the majority of the text. Few errors interfere with readability.

Control and coherence are maintained for most of the text.

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

Attempts to use a structure and/or features to organize ideas with expository or argumentative techniques. Attempts with some success to use text structure and/or features appropriate to the purpose and audience.
Attempts with some success to establish an introduction and a conclusion.
Attempts with some success to use transition words and phrases to connect ideas, sentences, paragraphs, and/or sections.
Attempts to use syntax and vocabulary with limited success. Sentence errors interfere with meaning and/or there is an overuse of simple sentences.
Limited or simple control of correct grammar, usage, and mechanics in some of the text. Some errors may interfere with readability.

Control and coherence are inconsistent or limited in the text.

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

Lacks a structure and/or features to organize ideas with expository or argumentative techniques. Lacks text structure and/or features appropriate to the purpose and audience.
Lacks an introduction and a conclusion.
Lacks transition words and phrases to connect ideas, sentences, paragraphs, and/or sections.
Lacks use of syntax and vocabulary. Sentence errors are frequent and severely interfere with meaning.
Lacks control of grammar, usage, and mechanics. Errors are frequent and severely interfere with readability.

Control and coherence are lacking in 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.