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9th and 10th Grade ELA and Social Studies Rubric: Argumentative Writing

Claim
W.9-10.1a

Evidence
W.9-10.1b;
W.9-10.8

Analysis
W.9-10.1b;
W.9-10.9

Development /
Organization
W.9-10.4;
W.9-10.1b;
W.9-10.1c;
W.9-10.1d;
W.9-10.1e

Mechanics /
Conventions
W.9-10.8;
L.9-10.1;
L.9-10.2

Advanced
7
Thesis makes precise,
knowledgeable claims with
logically organized reasons,
establishing the significance of
the claims while acknowledging
and distinguishing claims from
counterclaims.
Fairly and thoroughly supplies
the most relevant textual
evidence to support claims and
counterclaims. Avoids
plagiarism.

Proficient
6-5
Thesis makes precise claims with
logically organized reasons;
acknowledges and distinguishes
claims from counterclaims.

Basic
4-3
Thesis makes a precise claim
with logically organized reasons,
acknowledges and attempts to
distinguish the claim from
counterclaims.

Below Basic
2-1
0
Thesis introduces a claim but
No thesis or claim present.
may be unclear or unfocused;
may lack reasons to support the
claim; acknowledgment of a
counterclaim may be unclear.

Correctly, effectively, and fairly


uses logical, relevant textual
evidence to support claims and
counterclaims. Avoids
plagiarism.

Correctly and effectively uses


logical, relevant textual evidence
to support claim, evidence of
counterclaim is weak.
Unintentionally plagiarized.

Plagiarizes text or provides no


textual evidence.

Uses logical reasoning to


support claims and
counterclaims, pointing out
strengths and limitations of
both, anticipating audience
reactions, values, and possible
biases.
Organizes reasons and evidence
clearly and logically, clarifying
relationships among claims,
counterclaims, reasons, and
evidence; transitions and varied
syntax create cohesion and
clarity; maintains formal style,
objective tone, and conventions
of the discipline; provides a
concluding paragraph that
supports the claim.
May contain minor or no lapses
in the students command of
language and is clearly
articulated1. Maintains standard
form of citation.

Uses logical reasoning to


support claims and
counterclaims, pointing out
strengths and limitations of
both, anticipating audience
reactions.

Uses logical reasoning to


support claim(s) and
counterclaim(s), demonstrating
a clear understanding of the
text(s) and topic.

Attempts to correctly and


effectively use relevant textual
evidence, but connections may
be unclear and/or insufficient,
and evidence of a counterclaim
is absent. Unintentionally
plagiarized.
Demonstrates a limited
understanding of the text(s) or
topic, creating a confusing
analysis.

Organizes reasons and evidence


clearly and logically, clarifying
relationships among claims,
counterclaims, reasons, and
evidence; transitions create
cohesion and clarity; maintains
formal style, objective tone, and
conventions of the discipline;
provides a concluding paragraph
that supports the claim.

Organizes reasons and evidence


clearly and logically, attempts to
clarify relationships among
claims, counterclaims, reasons,
and evidence; transitions create
cohesion and clarity; style is
appropriate to task and purpose;
provides a concluding section
that supports the claim.

Attempts to organize reasons


and evidence clearly or logically;
attempts to use appropriate
transitions; formal style is not
maintained; provides a
concluding statement, but it
does not support the claim.

Off topic.

May contain lapses in the


students command of language
but generally is clear. Maintains
a standard form of citation.

Contains lapses in the student's


command of language, creating
some confusion. Does not
maintain a standard form of
citation.

Lapses in students command of


language interfere with reader's
understanding of the response.
No citations used.

Shows significant weaknesses in


student's command of language.
May be incoherent. No citations
used.

No analysis present.

ELA teachers will teach to grade level Common Core Language Standards; Social Studies teachers will remain focused on appropriate language usage.

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