New

York City Department of Education Local Measures Common Rubric for Argumentative Writing in History (Grades 10-11) Version 3

Dimension Advanced (7) Proficient (5) Developing (3) Basic (1)

6.5

4.5

2.5
Thesis/Primary Claim A central, precise, and knowledgeable A central thesis clearly answers the Thesis is partially developed or Thesis that guides argument is
(LHSSW1a) thesis clearly and convincingly answers prompt. answers part of the prompt. not clearly stated.
the prompt.
Organization Essay logically sequences related Essay clearly presents related claims, Essay presents claim(s), and Essay includes claims and
(LHSSW1a) claims, reasons, and evidence. reasons, and evidence. evidence. information, but clear
Essays organization supports a Essays organization clearly guides Essay is loosely organized to connections between them
coherent and convincing argument. reader through parts of the present an argument. are missing.
argument. Essays organization lacks
focus and is hard to follow.
Perspectives An alternate perspective or counter An alternate perspective or counter An alternate perspective or counter Alternate perspective or
(LHSSW1b) claim is thoroughly developed, and claim is clearly distinguished from the claim is included, but not clearly counterclaim is absent or not
refuted or used to sharpen the thesis, and developed with evidence or challenged nor integrated into the clearly related to the thesis.
argument. reasons. argument.
Using and All documents are used and introduced Most documents are used and Most documents are used and There are significant errors in
Introducing by referring to their origins (e.g., introduced by referring to their origins some are introduced by referring to referencing documents.
Documents author/date/genre). (e.g., author/date/genre). their origins (e.g.,
author/date/genre).
(LHSSR1)
Documents

Sourcing The dates and origins of documents are The dates and origins of documents are The date and origins of a document Date and origins of documents
used (as appropriate) to understand used (as appropriate) to understand the are used (as appropriate) to needs to be considered.
(LHSSR1) the authors perspectives and authors perspectives and purposes and understand the authors
purposes, and discuss the limitations to evaluate the reliability of their perspective and purpose and to

of the sources. contents. evaluate the reliability of its
contents.
Comparing Significant and nuanced connections Connections between documents are Documents are described and One document dominates the
Documents between documents are made and made by grouping similar positions or discussed but rarely compared. entire argument.
(LHSSWR9) these deepen or extend the argument. identifying differences between
documents.
Evidence Evidence, including information and Evidence, including information and Thesis is supported by evidence, Evidence used to support thesis
(LHSSW1b) quotations, is synthesized and quotations, is explained to thoroughly including information and is not relevant or inaccurate.
explained to thoroughly develop and develop and logically support the thesis. quotations.
convincingly support the thesis.
Historical Information Substantial historical knowledge or Substantial historical knowledge or Accurate and relevant historical Demonstrates significant
concepts accurately and logically concepts accurately and logically information is included with only confusion about relevant
and Concepts
inform the argument and are used to informs and supports the argument with minor errors. historical information or
challenge sources or relevant only minor errors. concepts.
(LHSSW1) arguments.

2013 Stanford Center for Assessment, Learning, and Equity (SCALE) and New York City teachers for the New York City Department of Education