Persuasive Texts - Grading Rubric
A clear 5-point marking rubric aligned to persuasive writing outcomes. Supports teachers to assess understanding, structure, reasoning and language, while providing consistent criteria for middle primary students to improve persuasive writing and reflect on their work.
Learning goals
- We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to understand that paragraphs are a key organisational feature of written texts.
- We are learning to understand that paragraphs are a key organisational feature of written texts.
- We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly with others.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
Curriculum alignment
AC9E3LY02
9
Use interaction skills to contribute to conversations and discussions to share information and ideas
AC9E3LY03
9
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
AC9E3LA04
9
Understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
ACELA1479
8.4
Understand that paragraphs are a key organisational feature of written texts
ACELY1676
8.4
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations
ACELY1792
8.4
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
ACELY1678
8.4
Identify the audience and purpose of imaginative, informative and persuasive texts
EN2-9B
old
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN2-6B
old
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN2-1A
old
Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
VCELA259
Understand that paragraphs are a key organisational feature of written texts
VCELY275
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Simplify language for student use, focus on selected criteria, use visual or verbal explanations, scaffold rubric during modelling, highlight key expectations.
Extensions
Students use rubric for peer assessment, set writing goals based on criteria, apply rubric to extended persuasive texts, compare writing across tasks.
Teach it your way
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