Student Name:
Year 1
Rubric/Guide to Making a
Judgement
Persuasive/Exposition
Text Structure
The organisation of the
structural components of
writing a text aligns with an
appropriate and effective text
structure.
Ideas and Persuasive Devices
The selection, relevance and
elaboration of ideas. Persuasive
devices included.
Language Features and
Vocabulary
The range and precision of
contextually appropriate
language choices.
Paragraphing
The segmenting of text into
paragraphs that assists the
reader to follow a piece of text
Sentence Structure
The production of
grammatically correct,
structurally sound and
meaningful sentences.
Very High
A thorough understanding and
uses a high level of skill in both
familiar and new situations.
The writing includes a relevant
title, has an exciting opening
statement, an informative and
persuasive argument with
reasons and evidence, and a
satisfying conclusion.
States opinion and argument
clearly. Includes clear and
accurate reasons that support
the argument. Elaborates
on ideas.
The writing has lots of new,
exciting and descriptive words,
including persuasive vocabulary
and words related to the topic.
Creates paragraphs with
some success.
All sentences are complete
and are used to express an
idea clearly. All sentences use
correct word order for meaning.
High
A clear understanding and uses
a high level of skill in familiar
situations. Is beginning to use
skills in new situations.
The writing includes a relevant
title, has an opening statement
or introduction, presents an
opinion or argument and
includes a conclusion.
States opinion and argument
clearly. Includes reasons
that support the argument.
Elaborates on some ideas.
The writing has lots of new,
exciting and descriptive words,
including some persuasive
vocabulary or words related to
the topic.
Attempts to group information
together logically to create
paragraphs with some success.
Most sentences are complete
and are used to express an
idea. All sentences make sense.
Date:
Sound
Has an understanding and uses
skills in familiar situations.
The writing includes a
title and has a beginning,
middle and end.
States opinion or argument.
Gives some reasons to support
their opinion or argument.
Attempts to elaborate on
some ideas.
The writing has some new,
exciting and descriptive words
and some ordinary words.
Requires support to group
information together to create
paragraphs with some success.
Many sentences are complete.
Most sentences use correct
word order for meaning and
make sense enough to be
understood.
Developing
Understands aspects of and
uses varying levels of skill in
familiar situations.
The title is not relevant to the
text but the writing is mostly
understandable. Some similar
ideas have been put together.
There is no clear title.
Opinion or argument is
confusing and/or unclear to
the reader. Includes one or two
weak reasons that don’t really
support the argument or are
confusing.
The writing has a few new,
exciting and descriptive words
but also lots of ordinary or
repeated words.
Does not attempt paragraphs or
requires significant support to
group information together.
Some sentences are complete
and are used to express an
idea. Some sentences use
correct word order for meaning
but some are also a little
confusing or difficult to read.
Emerging
A basic understanding and
is beginning to use skills in
familiar situations.
There is no clear title for
the text and the writing is
disorganised. Similar ideas
are not grouped together or in
sequence.
Does not state an opinion
or argument. Does not give
any reasons to support their
opinion on the topic or requires
significant support to do so.
The same words are used over
and over again, or there are only
very few words included at all.
Some words may be confusing
or might not make sense.
Does not attempt paragraphs
or does not have enough
information to create
paragraphs.
Few sentences use correct
word order for meaning. Most
sentences are incomplete or
confusing, making the writing
hard to follow and understand.
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Punctuation
The use of correct and
appropriate punctuation that
aids in reading the text.
Cohesion
The control of multiple threads
and relationships across
a piece of text achieved
through using:
• Grammatical elements
(referring words, text
connectives, conjunctions)
• Lexical elements
(substitutions, repetitions, word
association)
Spelling
The accuracy of spelling and
legibility of text.
Editing
Ability to re-read and edit
own work to check for
meaning, spelling, punctuation
and grammar.
All sentences use correct
ending punctuation. Capitals
have been used for all first
letters of sentences, names and
proper nouns.
Ideas are cohesive and the
text flows well. Some referring
words, connectives and
conjunctions are used.
The spelling for all known
sight words is correct. Words
with common letter patterns
are correct and unknown
words attempted using a
variety of spelling rules and
understandings.
Edits own work for spelling,
punctuation, appropriate
word choices, meaning and
grammatical choices.
Most sentences use correct
ending punctuation. Capitals
have been used for most first
letters of sentences, names and
proper nouns.
Ideas are cohesive and the text
flows well. Linking words are
generally used as well.
The spelling for most known
sight words is correct as well as
most words with common letter
patterns. Some unknown words
were attempted using known
spelling patterns.
Edits own work for spelling
punctuation and appropriate
word choices.
Many sentences have correct
ending punctuation. Capitals
have been used for most of the
first letters of sentences and for
names and proper nouns but
some capitals have been used
incorrectly.
Ideas are mostly cohesive and
the text flows. Use of some
linking words (connectives
and conjunctions) has been
attempted, though may not be
successful.
The spelling for many known
sight words is correct. Some
words with common spelling
patterns are spelled correctly
and some unknown words were
attempted.
Attempts to edit own work for
spelling and punctuation.
Some sentences have correct
ending punctuation. Capitals
have been used for some
sentence beginnings, names
and proper nouns but there
are lots of incorrectly used
capitals also.
Ideas are not cohesive and
make limited sense in parts.
Language is repetitive and lacks
conjunctions and connectives
to link ideas together.
The spelling for some known
sight words is correct. Some
common words are spelled
correctly or but some spelling is
incorrect and a little distracting
to the reader.
Requires support to edit
own writing for spelling and
punctuation errors.
The writing does not show
evidence of correct ending
punctuation and capitals and
lowercase letters have not been
used correctly.
The exposition has not been
attempted or is less than one
paragraph. May require the
student to orally retell.
Very few known sight words
use correct spelling and many
other common words have
not been spelt correctly, which
makes the text difficult to read.
Minimal or no evidence of
editing skills.
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