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iRubric: CSAS 6th Grade Argumentative Essay Rubric

iRubric: CSAS 6th Grade Argumentative Essay Rubric

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CSAS 6th Grade Argumentative Essay Rubric 
CSAS 6th Grade Argumentative Essay Rubric
The attached rubric supports Writing Standard 1 under the Common Core State Standards. This rubric was specifically designed with Chattanooga School for the Arts and Sciences in mind.
Rubric Code: R889X8
By cstaab
Ready to use
Public Rubric
Subject: Humanities  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric 6th Grad Argumentative Essay Rubric
100 %
  Exemplary

100 pts

Proficient

86 pts

Emerging

73 pts

Not Yet Demonstrated

60 pts

Intro / Thesis
20 %

Background/History
Defining Problem
Thesis Statement
Counter-argument
Exemplary

Well-developed introduction engages the reader and creates interest. Contains detailed background information and a clear explanation of the problem. Thesis clearly states a significant and compelling position.
Counter-argument acknowledges opposing viewpoints clearly and skillfully.
Proficient

Introduction creates interest and contains background information. Thesis clearly states a problem and the writer's position is evident. Counterargument acknowledges opposing viewpoint(s) with some logic and clarity.
Emerging

Introduction adquately explains the background of the problem, but may lack clarity. Thesis states a problem, but writer's position may not be evident. Writer attempts to address one or more opposing arguments, but may not refute the opposition clearly or adaquately.
Not Yet Demonstrated

Background details are a random collection of information, are unclear, and may be loosely related to the topic. Thesis / position is vague or not stated. Counterargument is missing or vague.
Argumentative Points
35 %

Body Paragraphs
Conclusion
Exemplary

Well-developed argumentative points directly support the writer's thesis / position. Supporting examples are concrete and detailed. Commentary is logical and well-thought-out. Conclusion revisits the thesis in a new way and discusses the writer's positio in a new way.
Proficient

Most argumentative points are related to the thesis, but one may lack sufficient support or deviates from thesis. Conclusion summarizes thesis and key points with some "fresh" commentary present.
Emerging

More than one argumentative point lacks sufficient details and support. Conclusion mirrors introduction too closely, with little or no new commentary on the writer's thesis / position.
Not Yet Demonstrated

Most argumentative points are poorly developed. Commentary is not present. Conclusion does not re-visit the thesis or summarize key argumentative point(s).
Organization
20 %

Structure
Transitions
Exemplary

Logical progression of ideas with a clear structure that enhances the thesis. Transitions are smooth and provide coherence between and among ideas.
Proficient

Logical progression of ideas. Transitions are present throughout and provide adequate coherence between and among ideas.
Emerging

Organization is clear. Transitions are present, but may not lend to the coherence between and among ideas.
Not Yet Demonstrated

No disceernable organization. Transition are not present.
Style & Conventions
25 %

Spelling, Punctuation, Capitalization, Word Choice
Exemplary

Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Language is consistently formal and words are well-chosen. Punctuation, spelling, & capitalization are accurate with few or no errors.
Proficient

Writing is clear and sentences have some varied structure. Language is appropriately formal. Punctuation, spelling, & capitalization are generally accurate, with some errors.
Emerging

Writing is clear, but sentences may lack variety. Formal style is inconsistent and/or inappropriate at various points in essay. Several errors in punctuation, spelling, & capitalization.
Not Yet Demonstrated

Writing is confusing and hard to follow. Contains fragments and/or run-on sentences. Word choice is inappropriate and formality is inconsistent throughout essay. Many errors in punctuation, spelling, & capitalization distract reader.




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