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Grade 8 DBQ Rubric

Exceeding
Introduction
(background and
thesis)

Evidence
(to support the
claim)

LEAD:
The writer provides global context for his/her claim
(why it matters to the world at large).

LEAD:
The writer provides context and background that
explains the importance of the topic.

THESIS:
The thesis closes the lead paragraph.

THESIS:
The thesis closes the lead paragraph.

The thesis/claim:

specifically answers the question

gives clear reasons and an organized


structure and focus for the body
paragraphs

acknowledges a counter claim

The thesis/claim:

specifically answers the question

gives clear reasons and an organized


structure and focus for the body paragraphs

acknowledges a counter claim

The writer cites, paraphrases, and quotes various


primary and secondary sources/documents. The
evidence selected strongly supports and enhances
the thesis or claim.

The writer cites, paraphrases, and quotes various


primary and secondary sources/documents The
evidence selected supports the thesis or claim.

Style and
Development

THESIS:
The thesis closes the lead paragraph.

THESIS:
The thesis closes the lead paragraph.

The thesis/claim:

specifically answers the question

gives clear reasons that provide an


organized structure and focus for the
body paragraphs

The writer clearly states his/her claim and

answers the question.

gives clear reasons that introduce


the order of the body paragraphs.

The writer cites and paraphrases limited primary and


secondary sources/documents.
The evidence selected inconsistently supports the
thesis or claim.

The writer cites and paraphrases various


primary and secondary sources/documents,
but the evidence selected doesnt support the
thesis or claim.

The writer acknowledges a counterclaim, but


provides weak or no evidence to support the
counterclaim.

No counterclaim, and/or irrelevant evidence.

The writer explains the importance of the evidence in


relation to their claim.

The writer explains the importance of the evidence in


relation to their claim.

The writer does not explain the importance of


the evidence in relation to their claim.

The writer presents and explains a counterclaim with a


rebuttal.

The writer presents a counterclaim, but does not


provide a clear rebuttal, and/or their counterclaim is
confusing.

The writer presents no counterclaim, and/or


their counterclaim is too confusing to
understand.

The writer:

restates the thesis with included


counterclaim

summarizes the argument and,

offers unique additional insights, questions


or challenges.

The writer:

restates the thesis with included


counterclaim,

summarizes the argument and,

Attempts to offer additional insights,


questions or challenges.

The writer restates the thesis and summarizes their


argument, but does not offer additional insights,
questions or challenges.

The writer restates the thesis, but a summary


of their argument is missing and they offer no
additional insights, questions or challenges.

The writers argument is cohesive, relevant, and


persuasive.

The writers argument is clear, relevant, and persuasive.

The writers argument is clear and mostly relevant.

The writers argument is clear but not


consistently relevant.

The writer establishes and maintains a formal style, not


to include contractions and personal pronouns.

The writer establishes and maintains a formal style,


not to include personal pronouns.

The writer mostly uses academic vocabulary


appropriately to provide context.

The writer attempts to use academic vocabulary.

Some mechanical errors that do not interfere with


communication.

Some mechanical errors that d


o interfere with
communication.

The writer explains the importance of the evidence in


relation to their claim in depth (background
knowledge, inference).

The writer establishes and maintains a formal style,


not to include contractions and personal pronouns.
The writer uses academic vocabulary throughout.

Mechanics
/Covnevtions

Not Yet
LEAD:
The writer creates an introduction to interest
readers and helps them understand a topic or
text (what).

The writer explains why the evidence for their position


outweighs the counterclaim with clear rebuttal.

Conclusion

Approaching
LEAD:
The writer interests readers in his/her argument and
provides some basic context of the topic or text
(when and where of the topic).

The writer provides relevant evidence that strongly


supports a counterclaim.

Analysis of
Evidence
(explains evidence)

Meeting

Few mechanical errors.

The writer provides relevant evidence to support a


counterclaim.

The writer establishes and maintains a formal


style.
The writer uses limited academic vocabulary.

Frequent mechanical errors interfere with


communication.