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|Score |Purpose, Focus, and Organization (4-point) |Evidence and Elaboration (4-point) |Conventions of Standard English |

| | | |(2-point - begins at score point 2) |

|4 |The response is fully sustained and consistently focused within the purpose, |The response provides thorough, convincing, and credible support, citing evidence| |

| |audience, and task; and it has a clear claim and effective organizational |for the writer’s claim that includes the effective use of sources, facts, and | |

| |structure creating coherence and completeness. The response includes most of |details. The response includes most of the following: | |

| |the following: |Smoothly integrated, thorough, and relevant evidence, including precise | |

| |Strongly maintained claim with little or no loosely related material |references to sources | |

| |Clearly addressed alternate or opposing claims* |Effective use of a variety of elaborative techniques to support the claim, | |

| |Skillful use of a variety of transitional strategies to clarify the |demonstrating an understanding of the topic and text | |

| |relationships between and among ideas |Clear and effective expression of ideas, using precise language | |

| |Logical progression of ideas from beginning to end with a satisfying |Academic and domain-specific vocabulary clearly appropriate for the audience and | |

| |introduction and conclusion |purpose | |

| |Appropriate style and tone established and maintained |Varied sentence structure, demonstrating language facility | |

|3 |The response is adequately sustained and generally focused within the purpose,|The response provides adequate support, citing evidence for the writer’s claim | |

| |audience, and task; and it has a clear claim and evident organizational |that includes the use of sources, facts, and details. The response includes most | |

| |structure with a sense of completeness. The response includes most of the |of the following: | |

| |following: |Generally integrated and relevant evidence from sources, though references may be| |

| |Maintained claim, though some loosely related material may be present |general or imprecise | |

| |Alternate or opposing claims included but may not be completely addressed* |Adequate use of some elaborative techniques | |

| |Adequate use of a variety of transitional strategies to clarify the |Adequate expression of ideas, employing a mix of precise and general language | |

| |relationships between and among ideas |Domain-specific vocabulary generally appropriate for the audience and purpose | |

| |Adequate progression of ideas from beginning to end with a sufficient |Some variation in sentence structure | |

| |introduction and conclusion | | |

| |Appropriate style and tone established | | |

|2 |The response is somewhat sustained within the purpose, audience, and task but |The response provides uneven, cursory support/evidence for the writer’s claim |The response demonstrates an adequate command |

| |may include loosely related or extraneous material; and it may have a claim |that includes partial use of sources, facts, and details. The response may |of basic conventions. The response may include |

| |with an inconsistent organizational structure. The response may include the |include the following: |the following: |

| |following: |Weakly integrated evidence from sources; erratic or irrelevant references or |Some minor errors in usage but no patterns of |

| |Focused claim but insufficiently sustained or unclear Insufficiently addressed|citations |errors |

| |alternate or opposing claims* |Repetitive or ineffective use of elaborative techniques |Adequate use of punctuation, capitalization, |

| |Inconsistent use of transitional strategies with little variety |Imprecise or simplistic expression of ideas |sentence formation, and spelling |

| |Uneven progression of ideas from beginning to end with an inadequate |Some use of inappropriate domain-specific vocabulary | |

| |introduction or conclusion |Most sentences limited to simple constructions | |

|1 |The response is related to the topic but may demonstrate little or no |The response provides minimal support/evidence for the writer’s claim, including |The response demonstrates a partial command of |

| |awareness of the purpose, audience, and task; and it may have no discernible |little if any use of sources, facts, and details. The response may include the |basic conventions. The |

| |claim and little or no discernible organizational structure. The response may |following: |response may include the following: |

| |include the following: |Minimal, absent, erroneous, or irrelevant evidence or citations from the source |Various errors in usage |

| |Absent, confusing, or ambiguous claim |material |Inconsistent use of correct punctuation, |

| |Missing alternate or opposing claims* |Expression of ideas that is vague, unclear, or confusing |capitalization, sentence formation, and |

| |Few or no transitional strategies |Limited and often inappropriate language or domain-specific vocabulary |spelling |

| |Frequent extraneous ideas that impede understanding |Sentences limited to simple constructions | |

| |Too brief to demonstrate knowledge of focus or organization | | |

|0 | | |The response demonstrates a lack of command of |

| | | |conventions, with frequent and severe errors |

| | | |often obscuring meaning. |

*Not applicable at Grade 6

Argumentative Essay Format

This type of essay is all about arguing for 1 side of a topic.

INTRODUCTION:

1. Hook-an attention grabber that hooks your audience into your essay.

Next, connect/bridge your hook to the topic you are writing about.

2. Optional to identify the titles and authors of the sources you will reference in your essay.

3. Claim: The summary of your entire essay’s argument in 1-2 sentences.

SUGGESTED OUTLINES FOR BODY PARAGRAPHS:

|Outline 1 |Outline 2 |Outline 3 |

|Body paragraph 1: |Body paragraph 1: |Body paragraph 1: |

|reason 1, evidence and |reason 1, 2 pieces of evidence and|Counterclaim 1, |

|elaboration, counterclaim 1, |elaboration |rebuttal/refutation, 2 pieces of |

|rebuttal/refutation, evidence, |Body paragraph 2: |evidence and elaboration |

|elaboration |reason 2, 2 pieces of evidence and|Body paragraph 2: |

|Body paragraph 2: |elaboration |Counterclaim 2, |

|reason 2, evidence and |Body paragraph 3: |rebuttal/refutation, 2 pieces of |

|elaboration, counterclaim 2, |Counterclaim for reason 1, |evidence and elaboration |

|rebuttal/refutation, evidence, |rebuttal/refutation, 2 pieces of |Body paragraph 3: |

|elaboration |evidence and elaboration |Reason 1, 2 pieces of evidence and|

|Body paragraph 3: |Body paragraph 4: |elaboration |

|reason 3, evidence and |Counterclaim for reason 2, |Body paragraph 4: |

|elaboration, counterclaim 3, |rebuttal/refutation, 2 pieces of |Reason 2, 2 pieces of evidence and|

|rebuttal/refutation, evidence, |evidence and elaboration |elaboration |

|elaboration | | |

*Note that the counterclaim needs to be clearly addressed but does not need evidence. If you add evidence, make sure you explain it before moving into your rebuttal/refutation and its evidence.

CONCLUSION: The conclusion is where you show off your knowledge and thinking ability.

1. Restatement of main points (but not word for word)

2. Relate the claim to the reader and/or the real world

3. Explain the importance of the argument by giving the reader something to think about or an action the reader should take

Counterclaim sentence starters:

• Some will say that (my reason) is not true because…

• Some will argue…

• Those on the other side of the issue may say that…

• It is often thought…

• A common argument against this position is…

Rebuttal/refutation sentence starters:

• That is not the case. As we see…

• While that may be the case, (my thesis) is still true because…

• That point is true, but it is unimportant because…

• It is easy to think…but when we look at the facts…

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