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iRubric: Argumentative Writing rubric

iRubric: Argumentative Writing rubric

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Argumentative Writing 
Expository Writing
Genre of essay that requires students to investigate an opinion; collect, generate, and evaluate evidence; and establish a position on the topic that includes supportive reasoning.
Rubric Code: C2W8BBX
By e12131
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Expository Writing
  Accelerating

4 pts

Mastering/Proficient

3 pts

Developing

2 pts

Beginning

1 pts

Introductory Paragrah

Accelerating

The student demonstrates insightful understanding of the topic. The topic sentence is clear and the claim/supportive reasons promotes thought provoking questions/conversation.
Mastering/Proficient

The student provides a "lead" that engages the reader. The topic sentence introduces the topic for the essay and the claim states an opinion with two supportive reasons.
Developing

The introductory paragraph is missing the "lead" or topic sentence. The claim may be unclear or is only supported with one reason.
Beginning

The student's topic is unclear. It lacks a topic sentence or main idea. The student's writing is not consistent with the purpose or the audience. The claim is not supported by reasoning.
Body Paragraph 1/2

Accelerating

Body paragraph 1 and 2 begin with a topic sentence that introduces the 1st and 2nd reason. The evidence strongly supports the claim/reason. Evidence may be cross-cited. The details are creatively written and information flows appropriately with argument. Both paragraphs also include conclusion statements.
Mastering/Proficient

Body paragraph 1 and 2 begin with a topic sentence that introduces the 1st and 2nd reason. Each reason is supported by two pieces of evidence. The evidence includes the source as well as data, direct quotes, and/or specific supportive details.
Developing

Body paragraph 1 and 2 are missing a topic sentence. The student's details are false or disjointed.
The student may have omitted a source. Some evidence may be missing or does not support reasoning.
Beginning

The student uses minimal evidence or includes irrelevant evidence. Student did not follow the model outline. The details are copied directly from the source without quotation or citation.
Counterclaim

Accelerating

The 3rd body paragraph begins with a counterclaim and is supported with evidence for the opposite claim. Student is able to use the conclusion sentence to "turn-back" to original opinion.
Mastering/Proficient

The 3rd body paragraph begins with a counterclaim. Student recognizes the opposite side of the argument but is able to "turn-back" to original opinion.
Developing

The 3rd body paragraph partially addresses the opposite side of the argument. The student may not have "turned-back" to their original opinion.
Beginning

The student did not complete the counterclaim or address the opposite side of the argument.
Conclusion

Accelerating

The conclusion creatively restates the claim and supportive reasons. It may also summarize one or two pieces of evidence from the essay. It leaves the reader with a reflection or "call to action."
Mastering/Proficient

The conclusion restates the claim and supportive reasons. It leaves the reader with a reflection or "call to action."
Developing

The conclusion is a statement that directly copies the claim/reasons presented in the introductory. The reflection or "call to action" is missing.
Beginning

The student did not complete the conclusion (or conclusion statement).
Language & Sentence Structure

6.W.2c,d,e
6.L.3a
Accelerating

Paragraphs include three transition words (or sentences) that strengthen the information presented in each body paragraph. Body Paragraphs use skillfully written and accurate vocabulary. Each body paragraph includes multiple sentence types for creativity and reader's interest. Clearly expressed sentences strongly convey meaning.
Mastering/Proficient

Paragraphs include two transition words that assist with the flow of information in each body paragraph.
Sentences adequately convey meaning and body paragraphs include at least two different sentence types.
Formal language and accurate 6th grade vocabulary is used throughout the essay.
Developing

Paragraphs only include one transition and one simple sentence type. The vocabulary is general while some formal language is used.
Some sentences convey meaning but others are unclear.
Beginning

There are no transitions present in the body paragraphs.Sentences are simple with general or off topic vocabulary.
Informal language is used throughout the essay.
Conventions

6.L.1,2
Accelerating

There are no noticeable mistakes with spelling, capitalization, grammar, and punctuation.
Writing includes correct use of clauses.
Mastering/Proficient

Writing contains minimal errors in spelling, capitalization, grammar, and punctuation. Errors do not interfere with readability.
Developing

Writing contains several errors in spelling, capitalization, grammar, and/or punctuation.
Mistakes occasionally hinder meaning.
Beginning

Writing contains too many errors in spelling, capitalization, grammar, and punctuation, making it difficult to understand.




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