Utah Education Network



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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