9th/10th Grade LTUSD Writing Rubric Argument (CCSS Writing #1) (Revised 12.10.

12)

Criterion 5 - Advanced 4 - Proficient 3 - Basic 2 - Below Basic 1 - Far Below Basic

Focus/ Insightfully addresses all aspects of Competently addresses all Superficially addresses all Partially addresses aspects of Minimally addresses some
Claim the prompt aspects of the prompt aspects of the prompt the prompt aspect of the prompt
CCSS W: Introduces artful and precise Introduces precise claim(s) in Introduces reasonable claim(s) Introduces superficial or Fails to introduce a relevant
1a claim(s) in a sophisticated thesis a clear thesis statement in a thesis statement flawed claim(s) in a weak claim and/or lacks a thesis
1b statement. thesis statement statement
1d
4
Organi- Skillfully orients reader to topic(s) Orients reader to topic(s) in Partially orients reader to Inadequately orients reader to Fails to orient reader to
zation/ in introduction introduction topic(s) in introduction topic(s) in introduction topic(s) in introduction or
Structure introduction is missing
Thoroughly develops claim(s) with Develops claim(s) with Superficially develops claim(s) Inadequately develops claim(s) Fails to develop claim(s)
relevant body paragraphs relevant body paragraphs with body paragraphs with minimal body paragraphs with body paragraphs
CCSS W:
Provides a meaningful and Provides a conclusion that Provides a conclusion which Provides an inadequate Omits conclusion
1a
1b reflective conclusion which draws follows from and supports repetitively or partially supports conclusion
1c from and supports claim(s) claim(s) claim(s)
1e Creates cohesion through skillful Creates cohesion through Creates some cohesion through Uses limited and/or Uses few to no linking
4 use of linking words, phrases, and linking words, phrases, and basic linking words, phrases, inappropriate linking words, words, phrases, or clauses
clauses within and between clauses within and between and/or clauses within or phrases, or clauses
paragraphs paragraphs between paragraphs
Includes purposeful and logical Includes logical progression Includes adequate progression Includes uneven progression of Includes little or no
progression of ideas from of ideas from beginning to of ideas from beginning to end ideas from beginning to end discernible organization of
beginning to end end ideas
Evidence/ Provides substantial and pertinent Provides sufficient and Provides limited and/or Provides minimal and/or Provides inaccurate, little, or
Support evidence to support claim(s) relevant evidence to support superficial evidence to support irrelevant evidence to support no evidence to support
claim(s) claim(s) claim(s) claim(s)
CCSS W: Seamlessly and effectively Competently integrates and Ineffectively integrates and Incorrectly integrates or cites Does not use or cite sources
1b integrates and cites credible cites credible sources and/or cites adequate sources and/or sources and/or textual and/or textual evidence
2b
sources and/or textual evidence textual evidence textual evidence evidence that may not be
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credible Fails to acknowledge
Convincingly refutes specific Competently refutes specific Minimally refutes counter- Acknowledges alternate or alternate or opposing
counter-claim(s) counter-claim(s) claim(s) opposing claim(s) claim(s)
Analysis Shows insightful understanding of Shows competent Shows superficial Shows limited understanding Shows no understanding of
CCSS W: topic/text understanding of topic/text understanding of topic/text and/or flawed understanding of topic/text
1b topic/text
9 Uses persuasive and valid Uses valid reasoning to Uses some valid and accurate Uses limited, simplistic and/or Reasoning is missing or does
reasoning to connect evidence with connect evidence with reasoning to connect evidence flawed reasoning to connect not connect evidence with
claim(s) claim(s) with claim(s) evidence with claim(s) claim(s)
Language Uses purposeful and varied Uses correct and varied Uses mostly correct and some Uses limited and/or repetitive Lacks sentence mastery (e.g.,
sentence structure sentence structure varied sentence structure sentence structure fragments/ run-ons)
CCSS L: Contains minimal to no errors in Contains few, minor errors in Contains some errors in Contains numerous errors in Contains serious and
1 conventions (grammar, punctuation, conventions conventions which may cause conventions which cause pervasive errors in
2 spelling, capitalization) confusion confusion conventions
3
Strategically uses academic and Competently uses academic Superficially uses academic and Inadequately uses academic Fails to use academic and
domain-specific vocabulary clearly and domain-specific domain-specific vocabulary and domain-specific domain-specific vocabulary
appropriate for the audience and vocabulary clearly clearly appropriate for the vocabulary clearly appropriate clearly appropriate for the
purpose appropriate for the audience audience and purpose for the audience and purpose audience and purpose
and purpose
 ELA 9th/10th Rubric Alignment to CCSS

Strand 9th/10th CCSS-Aligned Standards

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipate the audiences knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Writing

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9th/10th Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work
[e.g., how Shakespeare treats a theme or topic from Ovid of the Bible or how a later author draws on a play by Shakespeare]).
b. Apply grades 9th/10th Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning).
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Language

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Details of 2a 2c are not
written on this document.)

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turbians Manual for Writers) appropriate for
the discipline and writing type.