Argumentative essayrubricw.1 (1)
- 1. CCSS.ELA-LITERACY.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ARGUMENTATIVE ESSAY RUBRIC (11-12) Novice 1 Developing 2 Proficient 3 Exceeds 4 DEVELOPMENT The writing – ● attempts to address the writing task but lacks focus ● attempts to establish a claim or proposal ● develops the claim or proposal using insufficient and/or irrelevant details to support reasoning The writing – ● addresses the writing task with an inconsistent focus ● inconsistently develops the claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both ● inconsistently anticipates the audience’s knowledge level, concerns, values, and possible biases The writing – ● addresses the writing task with a focused response ● develops the claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both ● anticipates the audience’s knowledge level, concerns, values, and possible biases The writing – ● addresses all aspects of the writing task with a tightly focused response ● skillfully develops the claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both ● skillfully anticipates the audience’s knowledge level, concerns, values, and possible biases ORGANIZATION The writing – ● identifies the claim(s) ● has little or no evidence of purposeful organization The writing – ● introduces the claim(s); however, may fail to establish the significance of the claim(s) and/or distinguish the claim(s) from alternate or opposing claim(s) ● has a progression of ideas that may lack cohesion (ideas may be rambling and/or repetitive) ● inconsistently uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims ● provides a sense of closure The writing – ● introduces precise, knowledgeable claim(s); establishes the significance of the claim(s); distinguishes the claim(s) from alternate or opposing claim(s) ● creates an organization that logically sequences claims, counterclaims, reasons, and evidence ● uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims ● provides a concluding statement or section that follows from and supports the argument presented The writing – ● effectively introduces precise, knowledgeable claim(s); establishes the significance of the claim(s); distinguishes the claim(s) from alternate or opposing claim(s) ● skillfully creates an organization that logically sequences claims, counterclaims, reasons, and evidence ● skillfully uses words, phrases, and /or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims ● provides an effective concluding statement or section that follows from and skillfully supports the argument presented READING/RESEARCH The writing – ● makes inadequate use of available resources ● fails to support an opinion with relevant and sufficient facts and details from resources with accuracy ● attempts to use credible sources The writing – ● makes limited use of available resources ● inconsistently supports an opinion with relevant and sufficient facts and details from resources with accuracy ● inconsistently uses credible sources The writing – ● makes adequate use of available resources ● supports an opinion with relevant and sufficient facts and details from resources with accuracy ● uses credible sources The writing – ● makes effective use of available resources ● skillfully/effectively supports an opinion with relevant and sufficient facts and details from resources with accuracy ● effectively uses credible sources LANGUAGE/CONVENTIONS The writing – ● demonstrates a weak command of standard English conventions; errors interfere with understanding ● employs language and tone that are inappropriate to audience and purpose ● has frequent and severe sentence formation errors and/or a lack of sentence variety ● follows standard format for citation with significant errors The writing – ● demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding ● inconsistently employs language and tone appropriate to audience and purpose ● has some sentence formation errors and/or a lack of sentence variety ● follows standard format for citation with several errors The writing – ● demonstrates a command of standard English conventions; errors do not interfere with understanding ● employs language and tone appropriate to audience and purpose ● has sentences that are generally complete with sufficient variety in length and structure ● follows standard format for citation with few errors The writing— ● demonstrates an exemplary command of standard English conventions ● skillfully employs language and tone appropriate to audience and purpose ● has sentences that are skillfully constructed with appropriate variety in length and structure ● follows standard format for citation with few errors