Overall Grade: 4/4 Argument Writing Rubric

4 3 2 1
How well does the writing introduce a clear, arguable claim that answers a question or prompt as well as addresses the specific needs of the audience?
❑ Writing is ​strongly ​and c​ onsistently ❑ Writing is focused on addressing ​all ❑ Writing is ​partially​ focused on ❑ Writing is ​minimally
focused on addressing ​all​ aspects of aspects of the prompt. addressing the prompt. focused on addressing
Focus the prompt. the prompt.
❑ Writing puts forth a ​credible ❑ Writing puts forth a ​weak
❑ Writing puts forth a ​significant claim/thesis that responds to the claim/thesis that attempts to ❑ Writing is ​missing​ a
and ​credible​ claim/thesis that prompt. respond to the prompt. clear thesis/claim.
thoroughly responds to the
prompt.

How skillfully does the writing generate thoughtful ideas and synthesize support for the persuasive purpose?
❑ Skillfully​ uses ​transitions​ that ❑ Uses ​effective​ ​transitions​ that ❑ Inconsistently​ uses ​transitions​ that ❑ Uses ​minimal​ to no ​transitions
connect the relationship between connect the relationship between may not always connect the or transitions do not connect
ideas. ideas. relationship between ideas. ideas.

❑ Writing​ correctly​ includes
Development academic language​ and words
from the text in a manner that is
precise, engaging​ to the reader,
and ​appropriate for the tone
and purpose of the task.
❑ Logical, compelling​ ​progression
of ideas​ within a ​tightly focused
introduction, body, and
conclusion, which showcases the
central idea or theme.
❑ Skillfully​ develops ​claims​ and
counterclaims​ with sufficient and
relevant evidence.
❑ Conclusion​ skillfully​ strengthens
the claim and evidence by
restating major points and
provides a universal final
statement for the reader.
❑ Writing​ correctly​ includes
academic language​ and words
from the text in a manner that is
appropriate for the tone​ and
purpose of the task.
❑ Logical progression of ideas
within a​ focused​ introduction,
body, and conclusion, which
maintains a connection to the
central idea or theme.
❑ Develops​ ​claims​ and
counterclaims ​with sufficient and
relevant evidence.
❑ Conclusion restates​ major points
and provides a universal final
statement for the reader.
❑ Writing​ ​includes a​ cademic
language​ and words from the
text but usage is​ inconsistently
correct or ​inappropriate for
the tone ​and purpose of the
task.
❑ Attempts​ to have a
progression of ideas​, but
introduction, body, and
conclusion may ​lack focus​ and
connection.
❑ Inconsistently ​develops ​claims
and ​counterclaims w​ ith
evidence or is missing a
counterclaim.
❑ Conclusion​ attempts to
summarize​ main points, but may
not provide a universal final
statement.
❑ Writing may include some
academic language​ and
words from the text but
usage is either incorrect or
inappropriate for the tone
and purpose of the task.
❑ Arrangement of essay is
unclear and illogical.​ ​May
lack​ a clear introduction and
conclusion.
❑ Attempts​ to​ d
​ evelops
claims with ​insufficient or
irrelevant​ evidence.
Counterclaim is missing.
❑ Conclusion does not
summarize​ main points,
introduces new evidence,
or is missing.
 Evidence How relevant is the evidence used to support the claim/thesis?
❑ Support/Evidence ​is
well-chosen and relevant​ to
the claim/thesis and is used
to guide the essay.
❑ Sources/evidence provide
additional insight​ that
support​ in-depth​ ​analysis ​of
themes and main ideas.
Works Cited How accurate is the style and formatting of the writing, and does the writer show mastery of academic integrity?
Mastery of academic integrity.
❑ Accurately credits ​others’ work
with ​accurate ​& c​ omplete ​citations
❑ Accurate ​style &
formatting appropriate to
content area/assignment
Conventions How clear is the meaning of the writing with only one reading?
The writing -
❑ Demonstrates an ​exemplary
command of standard ​English
conventions
❑ Has ​sentences​ that are​ skillfully
constructed​ with appropriate
variety in ​length​ and ​structure
❑ Exhibits ​punctuation​ and
c​apitalization​ that is ​correct
❑ Has clearly been ​proofread​, as
errors are sparse​ and language, is
in turn ​sophisticated and formal
❑ Support/Evidence ​is
relevant ​to the claim/thesis
and is used to guide the
essay.
❑ Sources/evidence support
accurate analysis​ of themes
and main ideas.
Attempt to master academic integrity. Inconsistent mastery of
❑ Mostly credits ​others’ work
with ​mostly accurate ​citations
❑ Mostly accurate ​style &
formatting appropriate to content
area/assignment
The writing -
❑ Demonstrates command​ of
standard ​English conventions​.
Errors do not interfere with
understanding.​
❑ Has ​sentences​ that are ​generally
complete​ with sufficient variety in
length ​and ​structure
❑ Exhibits ​punctuation ​and
capitalization​ that are​ mostly
correct.​ Errors do not interfere
with understanding
❑ May have missed some of the
more difficult​ language errors
while​ proofreading​.
❑ Support/Evidence ​is ​sparse
and ​may be irrelevant​ to
the claim/thesis.
❑ Sources/evidence​ attempt
to provide ​analysis​ of the
themes and main ideas but
may be disconnected.
academic integrity.
❑ Inconsistent credit ​to work
of others with ​few ​citations
❑ Inconsistent ​style &
formatting appropriate to
content area/assignment
The writing -
❑ Demonstrates a​ limited
command ​of standard ​English
conventions.​ ​Errors may interfere
with understanding​.
❑ Has some ​sentence​ formation
errors and/or ​lacks sentence
variety
❑ Exhibits ​several errors​ in
punctuation​ and ​capitalization
that interfere with understanding
❑ If ​proofreading ​was done,
numerous errors​ were missed
❑ Support/Evidence ​is ​missing
or irrelevant​ to the
claim/thesis.
❑ Analysis ​of the themes
and main ideas are​ not
supported​ by
sources/evidence.
Little to no mastery of
academic integrity.
❑ Inaccurate ​or n
​ o ​credit to
work of others with ​no
citations
❑ Inaccurate ​or n
​ onexistent
style & formatting
appropriate to content
area/assignment
The writing -
❑ Demonstrates a​ weak
command​ of standard
English conventions.​ ​Errors
interfere with understanding​.
❑ Has frequent or severe
sentence​ formation​ errors
and/or ​lacks sentence
variety
❑ Exhibits ​numerous errors ​in
punctuation ​and
capitalization ​that interfere
with understanding
❑ It seems as though the essay
was​ not proofread​ at all