Argumentative Essay Rubric - Utah Education Network
[Pages:1]Argumentative Essay Rubric
(6-Traits)
Claim
(Ideas & Org.)
Opposing Claim
(Org.)
Evidence
(Ideas & Org.)
Words, Phrases, clauses and sentences
(Word Choice & Sent. Fluency)
Style
(Voice & Sent. Fluency)
Concluding Statement
(Ideas & Org.)
Conventions /Grammar, Usage and Mechanics
(GUM) Research
5 Mastery
Introduces a well thought out claim at the beginning of the essay Acknowledges alternate or opposing claims
Supports the claim with logical reasoning and relevant evidence, demonstrating a complete understanding of the topic Uses variety words, phrases, and clauses to create cohesion and clarify the relationships among the claim, reasons, and evidence
Establishes and maintains a formal style
Provides a concluding statement that follows from and supports the argument presented. Demonstrates exceptional command of the conventions of standard written language and is free of errors. Uses a wide variety of relevant sources which successfully address the claim/thesis. Sources are correctly cited.
4 Proficient
Introduces a claim later in the essay
3 Basic
Claim is not as clear as it should be
Opposing claims are not strong or relevant to the claim
Supports the claim with reasoning and evidence, and demonstrates some understanding of the topic
Opposing claims are unclear
Evidence is not relevant or not completely thought out
One or two errors with some variety in word usage, clauses but not enough to cause misunderstandings or harm the relationships of the claims, reasons, and evidence Mostly follows formal style
More than 3 errors with little variety in word choice and clause or phrase usage. Cohesion is harder to follow as a result
Few informal sections of writing
Concluding statement mostly supports the argument presented
Concluding statement mentions the argument presented
Demonstrates strong command of the conventions of standard written language, having few errors.
Uses a variety of relevant sources which successfully address the claim/thesis. Most sources are correctly cited.
Demonstrates proficient command of the conventions of standard written language, with some errors which may confuse meaning. Uses some sources which begin to address the claim/thesis. Some sources are correctly cited.
2 Standard Not Met
Hard to find the claim
Hard to find opposing claims
Lacks evidence and relevance
Nearly all phrases and clauses are incorrect, or are not used at all. Little cohesion and clarity between claims and evidence.
Casual style and jargon
Concluding statement is incomplete and or doesn't mention argument Demonstrates marginal command of the conventions of standard written language, with frequent errors which confuses meaning. Uses few sources which do little to address the claim/thesis. Few sources are cited.
1 Standard Not Met
No claim
Opposing claims not addressed
No evidence to support claims
No cohesion and clarity
No formal style looks like a text message No concluding statement
Demonstrates poor command of the conventions of standard written language. No evidence of research.
See
CCSS
appendix
C
pg.
40--41
for
example.
Developed
by
7th
grade
Utah
educators
from
Washington
County
School
District.
................
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