iRubric: CRITICAL ESSAY rubric

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CRITICAL ESSAY

Argumentative Essay rubric 9th&10th grade

Test #4 "The Drummer Boy of Shiloh"

Rubric Code: JX8CCW9

By brumipr

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Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

Argumentative Essay Rubric
	Highly Proficient At this level 4 pts	Proficient At this level 3 pts	Developing At this level 2 pts	Does not meet standards At this level 1 pts	insufficient At this level 0 pts
CONTENT AND ANALYSIS Content and Analysis: How the essay demonstrates complex ideas and information clearly and accurately in order to support claims in an analysis of the texts	Highly Proficient -introduce a clear, identifiable and insightful claim, as directed by the task -demonstrate in-depth understanding of the texts. -Supports the claim and distinguish the claim from alternate or opposing claims	Proficient -introduce a clear and identifiable claim, as directed by the task -demonstrate appropriate and accurate understanding of the texts. -Supports the claim and distinguishes the claim from alternate or opposing claim.	Developing -introduce a reasonable claim, as directed by the task. -demonstrate some understanding of the texts, but does not distinguish the claim from alternate or opposing claim,	Does not meet standards -introduce a claim -demonstrate confused or unclear understanding of the texts, failing to distinguish the claim from alternate or opposing claim	insufficient -do not introduce a claim -do not demonstrate an understanding of the texts
COMMAND OF EVIDENCE Command of Evidence: the amount and quality of evidence from the provided texts to support analysis	Highly Proficient -present ideas fully and thoughtfully, making highly effective use of a wide range of specific and relevant evidence to support in-depth understanding. -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material	Proficient -present ideas sufficiently, making adequate use of specific and relevant evidence to support an understanding. -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material.	Developing -present ideas briefly, making use of some specific and relevant evidence to support an understanding. -demonstrate inconsistent citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material.	Does not meet standards -present ideas inconsistently or inaccurately, in an attempt to support an nderstanding, making use of some evidence that may be irrelevant -demonstrate little use of citations to avoid plagiarism when dealing with direct quotes and paraphrased material	insufficient -present little or no evidence from the texts -do not make use of citations.
COHERENCE, ORGANIZATION, AND STYLE Coherence, Organization, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language	Highly Proficient -exhibit skillful organization of ideas and information to create an organized and sensible essay -establish and maintain a formal style, using sophisticated language and structure.	Proficient -exhibit acceptable organization of ideas and information to create a coherent essay -establish and maintain a formal style, using precise and appropriate language and structure.	Developing -exhibit some organization of ideas and information to create a mostly coherent essay -establish but fail to maintain a formal style, using primarily basic language and structure	Does not meet standards -exhibit inconsistent organization of ideas and information, failing to create a coherent essay -lack a formal style, using some language that is inappropriate or imprecise.	insufficient -exhibit little organization of ideas and information are minimal, making assessment unreliable -use language that is predominantly incoherent, inappropriate, or copied directly from the task or texts.
GRAMMAR Control of Conventions: the extent to which the essay demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation,	Highly Proficient -demonstrate control of conventions of grammar with essentially no errors, even with sophisticated language.	Proficient -demonstrate control of the conventions,exhibiting occasional errors only when using sophisticated language.	Developing -demonstrate emerging control, exhibiting occasional errors that hinder comprehension.	Does not meet standards -demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult.	insufficient -are minimal, making assessment of conventions unreliable
WRITING PROCESS The writing process: the extent to which revisions are evident by way of graphic organizing, drafting and peer-editing	Highly Proficient -exhibits exceptional effort in the writing process. -All components of the writing process demonstrates a beneficial use of its function	Proficient -exhibits acceptable effort in the writing process. -All components of the writing process demonstrates an appropritate use of its function.	Developing -exhibits some effort in the writing process. -some components of the writing process demonstrates an appropriate use of its function.	Does not meet standards -exhibits little effort in the writing process. -some components of the writing process show little or inappropriate use of its function,	insufficient -no evidence of the writing process is shown.

Subjects:

English

Types:

Writing

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