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Opinion writing rubric: grades K–2, 3–5 and 6–8

This opinion writing rubric scores opinion, persuasive and argument writing on the opinion or claim, reasons and evidence, organization, voice and conventions. Grades 3–5 and 6–8 use four levels with points, and 6–8 adds evidence and a counterclaim; K–2 uses three levels with no points. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Opinion writing rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
My opinionI tell what I think at the start, like "I think dogs are the best pet."I tell what I think.It is hard to tell what I think.
My reasonsI give two or more reasons, using "because."I give one reason.I do not give a reason yet.
My endingMy ending says my opinion again in a new way.I have an ending sentence.My writing stops without an ending.
Capitals and periodsEvery sentence has a capital, a period and spaces between words.Most sentences have a capital, a period and spaces.I forget capitals, periods or spaces most of the time.
Open in the maker
  • I can tell what I think.
  • I can give reasons for what I think.
  • I can write an ending that says my opinion again.
  • I can use capitals, periods and spaces.

Grades 3–5

4 levels, 5 criteria, 24 points in all.

Opinion writing rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
OpinionStates a clear opinion in an introduction that hooks the reader.States a clear opinion near the beginning.The opinion is unclear or changes partway through.No opinion can be found./ 4
Reasons and factscounts ×2Three or more strong reasons, each backed by facts, examples or details.Two or three reasons with some facts or details.Reasons are few or not backed up.Reasons are missing or do not support the opinion./ 8
OrganizationReasons in a logical order with linking words (because, for example, also) and a strong conclusion.Reasons in order with some linking words and a conclusion.Reasons jump around; the conclusion is weak or missing.Hard to follow; no clear beginning or ending./ 4
VoiceConfident, convincing words that speak right to the reader.Sounds sure of the opinion most of the time.Sounds unsure, or just lists reasons.The writer's opinion and voice do not come through./ 4
ConventionsAlmost no errors in spelling, capitals or punctuation.A few errors that do not confuse the reader.Several errors that slow the reader down.Many errors make the writing hard to read./ 4
Open in the maker
  • I can state my opinion clearly at the beginning.
  • I can give reasons and back them up with facts and details.
  • I can group my reasons in order and use linking words.
  • I can write so my reader wants to agree with me.
  • I can check spelling, capitals and punctuation.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Opinion writing rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
ClaimA precise, arguable claim introduced with context the reader needs.A clear claim stated in the introduction.The claim is vague, a plain fact, or hard to find.No claim, or the writing does not take a position./ 4
Reasons and evidencecounts ×2Logical reasons, each supported by relevant, credible, cited evidence and explained.Clear reasons supported by relevant evidence with some explanation.Evidence is weak, uncited or not explained.Reasons rest on opinion with little or no evidence./ 8
CounterclaimNames a strong opposing view fairly and answers it with evidence.Names an opposing view and responds to it.Mentions another side but does not answer it.Ignores any opposing view./ 4
OrganizationPurposeful structure and transitions that show how reasons relate, ending in a conclusion that follows from the argument.Logical order, transitions between reasons, and a conclusion.Order or transitions are weak; the conclusion only repeats the claim.No clear structure./ 4
Style and conventionsFormal, objective tone, precise words and nearly error-free conventions.Mostly formal tone with few errors.Casual or emotional language, or errors that distract.Tone and errors undercut the argument./ 4
Open in the maker
  • I can write a precise, arguable claim.
  • I can support my claim with logical reasons and credible evidence.
  • I can name an opposing view and answer it.
  • I can organize an argument so it builds to a strong conclusion.
  • I can write in a formal style with correct grammar.

When to use it

  • Any piece where students take a side: a persuasive letter, a book recommendation, a which-is-better prompt, an argument essay.
  • Before a debate, so students write their case first and score it together.
  • As a planning sheet: students fill in the "I can" lines with their own claim and reasons before drafting.

What to say to students

  • Pick a side and say it plainly in your first two sentences.
  • Every reason needs proof: a fact, an example or something you saw.
  • Think about someone who disagrees, and answer them.
  • End by telling your reader what you want them to think or do.

Related

The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.