CAPT Writing Rubric - The Room 213 Blog



Argumentative Writing Rubric (NHHS) Name:

|Advanced (A+, A) |Goal (A-, B+) |Proficient (B, C+) |Basic (C, C-) |Below Basic (D+, F) |

|Purpose/Focus: 15 |Purpose/Focus: 14 - 13 |Purpose/Focus: 12 |Purpose/Focus: 11 - 10 |Purpose/Focus: 9 - 0 |

|Introduction clearly defines the purpose. |Introduction clearly defines the purpose. |Introduction defines the purpose. Claim |Introduction somewhat defines the purpose.|Introduction does not define the purpose |

|Claim is insightful, explorable, and |Claim is thoughtful, explorable, and |is explorable and somewhat arguable; it |Claim lacks either clarity or specificity;|of the communication. Claim lacks clarity |

|arguable; it recognizes full complexity of|arguable; it recognizes the complexity of |recognizes the complexity of the subject |it begins to recognize the complexity of |and specificity; and/or it is not |

|the subject, including counterclaim. |the subject, including counterclaim. |though may be limited. |the subject. |arguable. |

|Organization: 15 |Organization: 14 - 13 |Organization: 12 |Organization: 11 - 10 |Organization: 9 - 0 |

|Ideas develop logically and hierarchically|Ideas develop logically and/or |Ideas tend to develop logically/ |Progression of ideas demonstrates some |There is little or no evidence of logical |

|depending on their importance to the work.|hierarchically depending on their |hierarchically. Includes clear topic and|logic, but “jumps around” at times. Topic|or hierarchical progression; lacks |

|Includes fluent topic and transition |importance to the work. Includes effective |transition sentences. Well-developed |and transition sentences unclear. |cohesiveness. Limited or no topic or |

|sentences. Artfully developed paragraphs |topic and transition sentences. Very |paragraphs (3-part essay format). |Paragraphs lack development; may need to |transition sentences. Paragraphs lack |

|(3-part essay format). |well-developed paragraphs (3-part essay | |review 3-part essay format. |development or may not exist; must review |

| |format). | | |3-part essay format. |

|Support: 25 - 24 |Support: 23 - 22 |Support: 21 - 19 |Support: 18 - 17 |Support: 16 - 0 |

|Textual evidence is relevant, appropriate,|Textual evidence is relevant, appropriate, |Textual evidence is relevant, |Textual evidence is relevant and somewhat |Textual evidence is not sufficient. 2 |

|and strongly supportive of the claim. |and clearly supportive of the claim. Care |appropriate, and supportive of the |supportive of the thesis. Some care is |Quotation(s) may be vaguely |

|Care is taken to cite and thoughtfully |is taken to cite and fully explicate1 each |thesis. Care is taken to cite and |taken to cite and explicate1 each |relevant/appropriate but lack clear |

|explicate1 each quotation. There is at |quotation. There is at least one strong |explicate1 each quotation. There is at |quotation. There is at least one |connections to the thesis. Little to no |

|least one strong quotation per body |quotation per body paragraph. 2 |least one significant quotation per body |significant quotation per body paragraph. |care is taken to cite and/or explicate1 |

|paragraph. 2 | |paragraph. 2 |2 |each. |

|Analysis: 25 - 24 |Analysis: 23 - 22 |Analysis: 21 - 19 |Analysis: 18 - 17 |Analysis: 16 - 0 |

|Reveals an exceptional ability to |Reveals a strong ability to integrate |Reveals the ability to integrate writer’s|Reveals a basic ability to integrate |Reveals limited or no ability to integrate|

|integrate writer’s ideas with ideas from |writer’s ideas with ideas from the |ideas with ideas from the source, |writer’s ideas with ideas from the source.|writer’s ideas with ideas from the |

|the source(s), including analysis of |source(s), including analysis of language, |including analysis of language, rhetoric,|Articulates connections between evidence |source(s). Attempts to draw connections |

|language, rhetoric, etc. Strategically |rhetoric, etc. Thoroughly articulates |etc. Articulates connections between |and thesis to a degree but may be limited |between evidence and thesis. Attention to|

|articulates insightful connections between|connections between evidence and claim. |evidence and thesis. Infers ideas beyond |in some way(s). Begins to infer ideas |language and/or rhetorical analysis is |

|evidence and claim. Infers and develops |Begins to infer and develop ideas beyond |the concrete. |beyond the concrete. |lacking. Does not go beyond the concrete. |

|ideas beyond the concrete. |the concrete. | | | |

|Command of Language and Conventions: 20 - |Command of Language and Conventions: 18 - |Command of Language and Conventions: 16 -|Command of Language and Conventions: 14 - |Command of Language and Conventions: 12 - |

|19 |17 |15 |13 |0 |

|Clear, fluent sentences exhibit correct |Clear, fluent sentences exhibit largely |Clear sentences contain intermittent |Paragraphs contain significant errors in |Meaning is obscured by serious errors in |

|usage (e.g., spelling, punctuation, |correct usage (e.g., spelling, punctuation,|errors in usage but no patterns of error.|usage. Writing exhibits a limited ability |usage. Writing exhibits patterns of |

|agreement, etc.). Writing masterfully |agreement, etc.). Writing skillfully |Writing rises to grade-appropriate use of|to write in formal English, use literary/ |deficiencies regarding usage, |

|establishes formal voice, employs |establishes formal English, employs |formal English, literary/ rhetorical |rhetorical terms, and/or to effectively |grade-appropriate formal English, |

|literary/rhetorical terms, and expresses |literary/rhetorical terms, and expresses |terms, and effective expression. Correct |express ideas. Mostly adheres to MLA |literary/rhetorical terms, and/or |

|ideas precisely. Correct MLA format. |ideas effectively. Correct MLA format. |MLA format. |format. |effective expression of ideas. Little to |

| | | | |no adherence to MLA format. |

1 REMEMBER: Explication is the process of providing context (who’s speaking?/about what?/where?/when?) before each quote, followed by specific analysis that explores the significance of the passage.

2 NOTE: Assignment sheets override rubrics. Example: If the assignment calls for a different number of quotations, carefully follow those directions.

Comments: Final Grade: __________

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