Continuum for Assessing Opinion/Argument Writing - The Reading ...

Level 6
An opinion that is supported by several reasons or examples, and
includes more consistent elaboration and structure
Structure/ Genre • Treatment of Subject/Topic
o When asked to write on a topic or issue that he or she knows a
lot about or that he or she has strong feelings about, the writer
makes a claim and supports it with reasons. These reasons
might include what the writer likes or dislikes. A typical
claim at this level might be, “Kids should be able to have P.E.
everyday.”
o At this level, the reasons or examples may not be parallel in
weight, treatment, or nature. The writer may spend the bulk of
the piece addressing one reason that supports the claim and
then address other reasons only briefly. Additionally, the
writer may address one reason in one section and then two or
three reasons in another section.
o The writer provides a concluding statement or section. Some
writers might do this by repeating or rephrasing the argument.
Other writers might add a concluding thought that feels
loosely or tangentially related to the topic, such as, “Having
o
P.E. with Mr. Adams is the best!”
The writer might introduce the essay by providing some kind
of lead or connecting statement to set the reader up for the
opinion. Writers at this level might ask and answer a question,
such as “Do you know what the best class in school is It’s
P.E.”
• Organization/Focus/Cohesiveness of Piece
o It is likely that the writer has not yet isolated his or her claim
in one, clear thesis statement. The writer may state a claim
and give reasons all in one statement, such as, “Recess is the
best period because you can talk to your friends, relax, and
take a break.”
o
o
o
In this case, while the stated opinion feels very certain and
one way, the piece may unintentionally introduce opposing or
tangential points without attempting to redirect or comment
on them (“It’s the greatest game ever... World six is really
hard and not that fun... I also like Sonic Dash a lot...”).
The writer provides reasons that support the opinion and
begins to include facts, details and personal anecdotes to
support each reason. Typically the information, or evidence,
that the writer includes in each section goes with the reason
he or she is supporting, though this may be inconsistent in
parts of the piece.
There may not yet be a sense that the writer has structured the
information within each section in a planned-out way, like
K-8 Continuum for Assessing Opinion Writing - TCRWP 2011
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