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iRubric: Argumentative Writing Rubric

iRubric: Argumentative Writing Rubric

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Argumentative Writing Rubric 
Literary Analysis Rubric
Rubric Code: UXA83C5
By Migjeni
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Criteria
  20

Essay at this level:

(N/A)

15

Essay at this level:

(N/A)

10

Essay at this level:

(N/A)

5

Essay at this level:

(N/A)

Presentation

20

-makes great effort to meet Mr. Ulaj's expectations; includes proper MLA heading; essay is neat and scholarly.
15

-makes some effort to meet Mr. Ulaj's expectations; attempts to include proper MLA heading; essay is somewhat neat and scholarly.
10

- makes little effort to meet Mr. Ulaj's expectations; it is clear he/she did not read directions.
5

-makes no attempt to read Mr. Ulaj's directions; shows no effort to meet the teacher's expectations.
Focus: Position & Counterclaim

20

Establishes a precise and credible position, grounded in evidence and reasoning.

-Identifies a counterclaim.
-Explains why counterclaim is less convincing than the claim.
15

Establishes a precise and credible position that responds appropriately to the prompt.

-Discusses counterclaim(s) or alternate claims and/or evidence.
10

States a position but does not completely address the prompt.

-Makes note of a specific counterclaim, alternate claim, or counter-evidence.
5

Position is unclear.

-Fails to demonstrate awareness of a counterclaim, alternate claim, or counter-evidence.
Command of Evidence

20

-includes relevant, clear, strong, and thorough evidence from the text to support the writer's claims.

-meets the expectations of the assignment.
15

- includes adequate relevant textual evidence to support the writer's claims.

--meets the expectations of the assignment.
10

-presents inadequate, inconsistent, and irrelevant textual evidence to support claims.

-makes an effort, but fails to meet the expectations of the assignment.
5

-presents little or no textual evidence.

-makes no effort to meet the expectations of the assignment.
Elaboration/Analysis

20

Provides detailed explanations of the most important claim(s), reasons and evidence that support and develop the position.
15

Position is explained with claim(s), reasons and evidence.
10

Position is minimally developed with little explanation of claim(s), reasons and evidence.
5

Position is unsupported with little or no use of claim(s), reasons, or evidence.
Reading of Text

20

-Represents content from Sophocles' Antigone accurately.

-It's abundantly clear the student has carefully read & understood the text.
15

Represents content from Sophocles' Antigone accurately.
10

Content from Sophocles' Antigone is incomplete and/or inaccurate
5

Content from Sophocles' Antigone is inaccurate or misinterpreted.
Organization

20

-follows thoroughly the essay structure laid out in the graphic organizer and followed the guidelines of Mr. Ulaj's I.C.E. technique for introducing, citing, and explaining textual evidence.
15

- partially follows the essay structure laid out in the graphic organizer & the guidelines of Mr. Ulaj's I.C.E. technique for introducing, citing, and explaining textual evidence.
10

- follows poorly the essay structure laid out in the graphic organizer & the guidelines of Mr. Ulaj's I.C.E. technique for introducing, citing, and explaining textual evidence; no real effort is apparent.
5

-little or no attempt has been made to follow the essay structure laid out in the graphic organizer & the guidelines of Mr. Ulaj's I.C.E. technique for introducing, citing, and explaining textual evidence; no real effort is apparent.
Writing Conventions

20

-Shows evidence of proof- reading with no grammar, punctuation, capitalization, or spelling errors.

-Essay is free of run-on and fragment sentences.
15

Shows evidence of some proof-reading with only one to two grammar, punctuation, capitalization, or spelling errors.

-Essay has one or two run-on and/or fragment sentences.
10

Lacks evidence of proof- reading with three or more grammar, punctuation, capitalization, or spelling errors; writing errors make it difficult for the reader to understand material.
5

Lack of proof-reading interferes with ability to understand the essay.

-Essay has many run-on and/or fragment sentences.






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