Writer’s Portfolio Evidence Rubric — Years 9–10
Ingoa / Name: __________________Akomanga / Class: ____________
Evidence set: three pieces in at least two forms; a before-and-after sample; a commentary that cites the learner’s own words or structures.
| Dimension | Building | Controlled | Purposeful and sustained |
|---|---|---|---|
| Purpose and audience | Names a broad purpose or reader after prompting. | Makes several choices that suit a stated purpose and reader. | Calibrates content, structure, language, and mode for a specific audience; explains tensions or trade-offs. |
| Language and style | Uses a craft move, though its effect may be inconsistent. | Selects vocabulary, syntax, detail, or rhetoric to create a discernible effect. | Sustains and varies craft decisions so they work together rather than appearing as a checklist. |
| Structure and development | Ideas have an emerging sequence. | Paragraphs or events develop a controlling idea with relevant connections. | Whole-text architecture shapes how the reader interprets, anticipates, or weighs ideas. |
| Revision evidence | Makes surface changes or accepts feedback without explanation. | Uses reader evidence to make one consequential change and records both versions. | Evaluates feedback, accepts/adapts/rejects it with reasons, and improves purpose or audience impact. |
| Writer commentary | Names a feature in general terms. | Cites an exact textual choice and explains its intended effect. | Connects multiple examples to a pattern of control and identifies a credible next move. |
Assessment boundary
Assess the writing evidence above. Do not assess identity, accent, handwriting, reading aloud, personal or whakapapa disclosure, performance confidence, or willingness to publish. Fictional and public-context writing can demonstrate every dimension.
Feedback prompt
One move worth retaining: ________________________________________________
One next consequential decision: ___________________________________________