Opinion Column TSC (Bi Bii Biii Cii. Ciii Di. Dii. Diii. Div.

)
Criteria B
Level Level Descriptors Task Specific Clarifications

0 The student does not research a The student does not reach a standard described by any of the descriptors below.
standard described by ansy of the
descriptors below.

1-2 i. The student makes little use of the structure of an op-ed:

● contains unclear or vague position
i. makes minimal use of ● Body paragraphs organisation is weak and follows little structure or/ and
organizational structures though logic
these may not always serve the ● Conclusion does not include a call to action
context and intention
ii. The argument does not build in complexity
ii. organizes opinions and ideas with
a minimal degree of coherence and iii. Research is often not cited, both/ incorrectly cited in-text and bibliography
logic The student attempts to:
● cites research, statistics, images citation and ideas using MLA 8 formatting
iii. makes minimal use of referencing in a works cited page.
and formatting tools to create a ● uses quotations
presentation style that may not ● uses images in the article.
always be suitable to the context ● includes a caption for the image included.
and intention.

3-4 i. makes adequate use of i. The student adequately follows the structure of an op-ed:
organizational structures that serve ● introduces claim that is arguable, and toward the beginning of the article
the context and intention ● Body paragraphs follow a format that includes a topic sentence, evidence
and analysis.
ii. organizes opinions and ideas with ● Conclusion includes a somewhat clear call to action
some degree of coherence and logic
ii. The argument may build in complexity
iii. makes adequate use of
referencing and formatting tools to iii. Research is often correctly cited, both in-text and bibliography
create a presentation style suitable The student may:
to the context and intention. ● cites research, statistics, images citation and ideas using MLA 8 formatting
in a works cited page.
● uses quotations
● uses images in the article.
● includes a caption for the image included.

5-6 i. makes competent use of i. The student mostly follows the structure of an op-ed:
organizational structures that serve ● Has a claim toward the beginning of the article which continues throughout.
the context and intention ● Body paragraphs follow a format that includes a topic sentence, evidence
and analysis.
ii. organizes opinions and ideas in a ● Conclusion includes a mostly clear call to action
coherent and logical manner with
ideas building on each other ii. The argument builds in complexity

iii. makes competent use of iii. Research is mostly correctly cited, both in-text and bibliography
referencing and formatting tools to The student mostly:
create a presentation style suitable ● cites research, statistics, images citation and ideas using MLA 8 formatting
to the context and intention. in a works cited page.
● mostly embeds quotations into sentences.
● embeds images into the article.
● includes a caption for the image included.

7-8 i. makes sophisticated use of i. The student follows the structure of an op-ed:
organizational structures that serve ● Has a clearly stated claim toward the beginning of the article which
the context and intention effectively continues throughout.
● Body paragraphs follow a format that includes a clear topic sentence,
ii. effectively organizes opinions and appropriate examples and in-depth analysis.
ideas in a coherent and logical ● Conclusion includes a clear call to action
manner with ideas building on each
 other in a sophisticated way ii. The argument most strongly builds in complexity

iii. makes excellent use of iii. Research is correctly cited throughout, both in-text and bibliography
referencing and formatting tools to The student
create an effective presentation ● cites research, statistics, image citation and ideas using MLA 8 formatting in
style. a works cited page.
● embeds quotations correctly into sentences.
● Embeds image seamlessly into the article.
● Includes a clever caption for the image included.

Criteria C
Level Level Descriptors Task Specific Clarifications

0 The student does not reach a The student does not reach a standard described by any of the descriptors below.
standard described by any of the
descriptors below.

1-2 ii. makes minimal stylistic choices in ii. The student’s op-ed :
terms of linguistic, literary and visual ● Few arguments are logic-based Commented [1]: for next year we need to add this in
devices, demonstrating limited ● little use of persuasive techniques (logos, pathos, ethos) the rubric:
awareness of impact on an audience ● Introduction unclear and stance unclear
iii. selects few relevant details and the student's voice is clearly evident in the opinion ed
examples to develop ideas. iii. Attempts to provide relevant research to support the stance taken through explanation and justification.

3-4 ii. makes some stylistic choices in ii. The student’s op-ed : Also, we need to include point on paraphrasing and
plagarisim
terms of linguistic, literary and visual ● Some of arguments are logic-based
devices, demonstrating adequate ● some use of persuasive techniques (logos, pathos, ethos)
awareness of impact on an audience ● Written with a lead, though may not be
gripping.
iii. selects some relevant details and
examples to develop ideas. iii. Provides adequate relevant research to support the stance taken.

5-6 ii. makes thoughtful stylistic choices in ii. The student’s op-ed :
terms of linguistic, literary and visual ● Majority of arguments are logic-based
devices, demonstrating good ● Good use of persuasive techniques (logos, pathos, ethos)
awareness of impact on an audience ● Written with a good lead to bring the reader into the story.

iii. selects sufficient relevant details iii. Provides relevant research to support the stance taken.
and examples to develop ideas.

7-8 ii. makes perceptive stylistic choices in ii. The student’s op-ed :
terms of linguistic, literary and visual ● All the arguments are logic-based
devices, demonstrating clear ● Effective use of persuasive techniques (logos, pathos, ethos)
awareness of impact on an audience ● Written with an outstanding lead to bring the reader into the story.

iii. selects extensive relevant details iii. Provides extensive relevant research to support the stance taken.
and examples to develop ideas with ● Varied examples provided to show fully well developed ideas
precision.
Criteria D
Level Level Descriptors Task Specific Clarifications

1-2 i. uses a limited range of appropriate i. limited use of different sentence structures.
vocabulary and forms of expression
ii. register often informal
ii. writes and speaks in an
inappropriate register and style that do iii. numerous errors in syntax and punctuation
not serve the context and intention
Iv .numerous spelling errors
iii. uses grammar, syntax and
punctuation with limited accuracy;
errors often hinder communication

iv. spells/writes and pronounces with

limited accuracy; errors often hinder
communication

3-4 i. uses an adequate range of i. uses an adequate range of sentence structures.

appropriate vocabulary, sentence
structures and forms of expression ii. uses a formal register

ii. sometimes writes and speaks in a iii. uses correct syntax, and punctuation with considerable accuracy
register and style that serve the
context and intention iv. Spells with some accuracy

iii. uses grammar, syntax and

punctuation with some degree of
accuracy; errors sometimes hinder
communication

iv. spells/writes and pronounces with

some degree of accuracy; errors
sometimes hinder communication

5-6 i. uses a varied range of appropriate i. uses a good mix of different sentence structures
vocabulary, sentence structures and
forms of expression competently ii. mostly uses a formal register

ii. writes and speaks competently in a iii. uses correct syntax, and punctuation with considerable accuracy
register and style that serve the
context and intention iv. Spells with a fairly good degree of accuracy

iii. uses grammar, syntax and

punctuation with a considerable
degree of accuracy; errors do not
hinder effective communication

iv. spells/writes and pronounces with a

considerable degree of accuracy;
errors do not hinder effective
communication

7-8 i. effectively uses a varied range of i. Effectively uses a variety of sentence structures.
appropriate vocabulary, sentence
structures and forms of expression ii. Consistently uses a formal register

ii. writes and speaks in a consistently iii. uses correct syntax, and punctuation throughout/ few errors, if any.
appropriate register and style that
serve the context and intention iv. Spells accurately; minor errors if any

iii. uses grammar, syntax and

punctuation with a high degree of
accuracy; errors are minor and
communication is effective

iv. spells/writes and pronounces with a

high degree of accuracy; errors are
minor and communication is effective