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iRubric: Argument Essay rubric

iRubric: Argument Essay rubric

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Argument Essay 
Argumentative Essay
Romeo and Juliet
Rubric Code: QXA422W
By abartunek
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Argument Essay rubric
  ADVANCED

4 pts

PROFICIENT

3 pts

DEVELOPING

2 pts

EMERGING

1 pts

Introduction

ADVANCED

I can create an essay in which I introduce a topic; through an e ffective hook. Identify the author and provide a brief summary of the play. I can also provide a clear thesis statement that clearly identifies who or what is responsible for the deaths. The thesis statement is the last sentence in the introduction. I can also include a text to world example in the background information.
PROFICIENT

I can create an essay in which I introduce a topic; through an effective hook. Identify the author and provide a brief summary of the play. I can also provide a clear thesis statement that clearly identifies who or what is responsible for the deaths. The thesis statement is the last sentence in the introduction.
DEVELOPING

I can create an essay in which I introduce a topic; through a hook. Identify the author or provide a brief summary of the play. I can also provide a thesis statement however it does not clearly identify who or what is responsible for the deaths. The thesis statement is the last sentence in the introduction.
EMERGING

I can create an essay in which I introduce a topic; however the hook is missing. I can Identify the author or provide a one sentence summary of the play. I can also provide a thesis statement however it does not clearly identify who or what is responsible for the deaths.
Claim

9 W.01
ADVANCED

I can create an essay that introduces a compelling claim that is clearly arguable and takes a purposeful position on a substantive issue. I can also incorporate 6 or more pieces of evidence to support the claim. Finally, I can make a text to world connect in my argument.
PROFICIENT

I can create a text that introduces a precise claim that is clearly arguable and takes an identifiable position on a substantive issue. I can also incorporate 4 pieces of evidence to support the claim.
DEVELOPING

I can create a text that introduces a claim but it is unclear and suggests a vague position. I can also incorporate 2-3 pieces of evidence to somewhat support the claim.
EMERGING

I can create text but the claim is unidentifiable or has a vague position. I can incorporate at least one piece of evidence but it doesn't support the claim.
Counterclaim

9 W.01
ADVANCED

I can develop a counterclaim fairly, that supplies 2-3 pieces of evidence while also pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. I can also develop a counterclaim that makes a text to work connection.
PROFICIENT

I can develop a counterclaim fairly, that supplies 1 pieces of evidence while also pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
DEVELOPING

I can somewhat develop a counterclaim fairly, that supplies 1 piece of evidence. It also somewhat points out the strengths and limitations of both the claim and counterclaim.
EMERGING

I can create an essay but it is missing the counterclaim and evidence piece.
Conclusion

9 W. 01
ADVANCED

I can create a conclusion that strategically strengthens the claim and evidence.
PROFICIENT

I can create a conclusion that effectively reinforces the claim and evidence. It also leaves the reader with something to think about.
DEVELOPING

I can create a conclusion however it merely restates the position.
EMERGING

I can create a conclusion but it fails to conclude the argument or position.
Conventions

ADVANCED

I can create an essay in which there are no errors in mechanics, usage, grammar, or spelling.
PROFICIENT

I can create an essay in which there are some errors in mechanics, usage, grammar, and spelling.
DEVELOPING

I can create an essay but there are several errors in mechanics, usage, grammar, or spelling. However, these errors do not interfere with the audience's understanding of the essay.
EMERGING

I can create an essay but serious and numerous errors in mechanics, usage, grammar, or spelling blocking the audience's understanding of the process.




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