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