Informative/ Explanatory Writing Rubric



Grade 10 Persuasive/Argumentative Writing Rubric NAME_________________________________________

Common Core Standards DATE___________________PERIOD__________

W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

| |4 - Exemplary |3- Proficient |2 - Emerging |1 – Rudimentary |

|Introduction |The introductory paragraph has a strong hook or |The introductory paragraph has a functional |The author has an introductory paragraph |The introductory paragraph is|

|(Power Standard) |attention grabber that is appropriate for the |hook or attention grabber. |but the connection to the topic is not |not interesting AND is not |

|A. Introduce precise claim(s), distinguish|audience. This could be a strong statement, a | |clear. |relevant to the topic. |

|the |relevant quotation, statistic, or question | | | |

|claim(s) from alternate or opposing |addressed to the reader. | | | |

|claims, and… | |The position statement provides a clear and | |There is no position |

| |The position statement provides a clear, strong, |focused statement of the author's position on |A position statement is present, but does |statement. |

| |and focused statement of the author's position on |the topic. |not make the author's position clear. | |

| |the topic. | | | |

|Organization |Arguments and support are organized to make the |Arguments and support are organized in a |A few of the support details or arguments |Many of the support details |

|(Power Standard) |best case for position taken (e.g. order of |logical order that makes it reasonably easy to|are not in an expected or logical order, |or arguments are not in an |

|(A. Continued) create an organization that|importance). |follow the author's train of thought. |distracting the reader and making the essay|expected or logical order, |

|establishes clear relationships among | | |seem a little confusing. |making the essay seem |

|claim(s), counterclaims, reasons, and | | | |confusing. |

|evidence. | | | | |

|Topic Development |Includes multiple pieces of evidence (facts, |Includes more than one piece of evidence |Includes 1 piece of evidence (facts, |Support is insufficient. |

|(Power Standard) |statistics, quotes, examples, real-life |(facts, statistics, examples, real-life |statistics, examples, real-life | |

|B. Develop claim(s) and counterclaims |experiences) that support the position statement. |experiences) that support the position |experiences) that supports the position |No concession or rebuttal |

|fairly, | |statement. |statement. |exist. |

|supplying evidence for each while pointing|The writer insightfully anticipates the reader's | | | |

|out the strengths and limitations of both |position (concession) and counters it (rebuttal). |The writer anticipates the reader's position |The writer does not effectively anticipate | |

|in a | |(concession) and counters it (rebuttal). |the reader's position (concession) or | |

|manner that anticipates the audience’s |All of the evidence and examples are specific, | |counter it (rebuttal). | |

|knowledge level and concerns. |relevant and explanations are given that show how |Most of the evidence and examples are | |Evidence and examples are NOT|

| |each piece of evidence supports the author's |specific, relevant and explanations are given |Some of the evidence and examples are |relevant AND/OR are not |

| |position. |that show how each piece of evidence supports |relevant and has an explanation that shows |explained. |

| | |the author's position. |how that piece of evidence supports the | |

| | | |author's position. | |

|Conclusion |The persuasive conclusion is strong and leaves the |The persuasive conclusion conveys a sense of |The author's position is merely restated |No obvious conclusion exists.|

|(11Power Standard) |reader clearly understanding the writer's position |wrapping up the essay. The writer ends the |within the conclusion. | |

|E. Provide a concluding statement or |(e.g., ethical, logical, or emotional appeal, call |essay with a statement of position/ call to | | |

|section |to action). |action. | | |

|that follows from and supports the | | | | |

|argument presented | | | | |

|Transitions | | | | |

|(Complementary Standard) |A variety of thoughtful transitions are used. They |Transitions show how ideas are connected, but |Some transitions work well, but other |The transitions between ideas|

|C. Use words, phrases, and clauses to link|clearly show how ideas are connected. |there is little variety. |connections between ideas may be fuzzy. |are unclear OR non-existent. |

|the | | | | |

|major sections of the text, create | | | | |

|cohesion,and clarify the relationships | | | | |

|between claim(s) and reasons, between | | | | |

|reasons and evidence, and between claim(s)| | | | |

|and counterclaims. | | | | |

|Style and Tone |Uses language effectively by exhibiting word choice|Uses sufficient language and appropriate word |Has a limited and predictable vocabulary |Has a limited or |

|(Complementary Standard) |that is engaging and appropriate for intended |choices for intended audience and purpose. |which may not be appropriate for the |inappropriate vocabulary for |

|D. Establish and maintain a formal style |audience and purpose. | |intended audience and purpose. |the intended audience and |

|and objective tone while attending to the | | | |purpose. |

|norms and conventions | | | | |

Created by Ferris High School, Spokane, WA

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