Competently Addresses All Aspects of the Prompt

Urbana School District 116: Argument/Persuasive Rubric for 9th Grade (Aligned with Common Core Standards) – August 2013

Criteria for
9th Grade / Exceeds
(Above Grade Level) / Proficient/Meets
(On Grade Level) / Basic
(Approaching Grade Level) / Below Basic
(Below Grade Level)
WRITE TRAITS - IDEAS / Focus/
Opinion
CCSS:
W.9-10.1
W.9-10.4 /

Competently addresses all aspects of the prompt
Introduces precise claim(s) in a clear thesis statement

Anticipates audience’s knowledge level, concerns, and values

Addresses all aspects of the prompt
Introduces reasonable claim(s) in a thesis statement

Responds appropriately to a general audience

Partially addresses aspects of the prompt
Introduces superficial or flawed claim(s) in a weak thesis statement

Inadequately responds to a general audience

Minimally addresses some aspect of the prompt
Does not introduce a relevant claim and/or lacks a thesis statement

Does not respond appropriately to audience

Evidence/
Support
CCSS:
W.9-10.1
W.9-10.9
RI.9-10.1 /

Provides sufficient and relevant evidence to support claim(s)
Competently integrates and cites credible sources and/or textual evidence using MLA format

Competently develops claim(s) and counterclaims, supplying relevant evidence for each

Provides relevant evidence to support claim(s)
Uses and cites credible sources and/or textual evidence using MLA format
Identifies claim(s) and counterclaims, supplying relevant evidence for each

Provides minimal and/or irrelevant evidence to support claim(s)
Incorrectly uses or cites sources and/or textual evidence
Acknowledges claim(s) and counterclaims, supplying partial evidence for each

Provides inaccurate, little, or no evidence to support claim(s)
Does not use or cite sources and/or textual evidence

Does not acknowledge alternate or opposing claim(s)

Analysis
CCSS:
W.9-10.1
W.9-10.9 /

Shows a thorough understanding of key ideas
Develops claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each
Uses persuasive and logical reasoning to connect evidence with claim(s) and counterclaims

Shows a competent understanding of key ideas
Develops claim(s) and counterclaims with evidence

Uses logical reasoning to connect evidence with claim(s) and counterclaims

Shows a limited understanding of key ideas
Partially develops claim(s) and counterclaims with minimal evidence

Uses some logical and accurate reasoning to connect evidence with claim(s) and counterclaims

Does not show an understanding of key ideas
Does not develop claim(s) and counterclaims with evidence

Reasoning is missing or does not connect evidence with claim(s) and counterclaims

WRITE TRAITS - ORGANIZATION / Structure/
Cohesion
CCSS:
W.9-10.1 /

Skillfully establishes the significance of the claim(s) in introduction
Creates an organization that logically sequences claim(s), counterclaims, reasons, and evidence
Creates cohesion through transition/linking words, phrases, and clauses within and between paragraphs

Provides a meaningful and reflective conclusion which draws from and supports claim(s)

Establishes the significance of the claim(s) in the introduction
Organizes essay by establishing relationships among claim(s), counterclaims, reasons, and evidence
Creates some cohesion through basic transition/linking words, phrases, and/or clauses

Provides a conclusion that follows from and supports claim(s)

Partially introduces reader to claim(s) in introduction
Organizes essay without addressing relationships among claim(s), counterclaims, reasons, and evidence
Uses limited and/or inappropriate transition/linking words, phrases, or clauses

Provides a conclusion which repetitively or partially supports claim(s)

Inadequately introduces reader to claim(s) in introduction
Organizes essay with significant errors in sequence
Uses few or no transition/ linking words, phrases, or clauses
Provides an inadequate conclusion

WRITE TRAITS - WORD CHOICE, SENTENCE FLUENCY, VOICE, AND CONVENTIONS / Language Usage/
Voice
CCSS:
L.9-10.1
L.9-10.2
L.9-10.3
W.9-10.1
W.9-10.4 /

Uses correct and varied sentence structure; begins to vary syntax for effect
Contains minimal to no errors in conventions (grammar, punctuation, spelling, capitalization)
Establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

Uses precise and audience- appropriate word choice

Uses correct and varied sentence structure
Contains few, minor errors in conventions without causing confusion
Uses a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

Uses appropriate word choice

Uses limited and/or repetitive sentence structure
Contains some errors in conventions which cause confusion
Uses an inconsistent style and tone without attending to the norms and conventions of the discipline in which they are writing

Uses simplistic word choice

Lacks sentence mastery (e.g., fragments/ run-ons)
Contains serious and pervasive errors in conventions
Uses an inappropriate style and tone for the prompt

Uses limited or incorrect word choice

SCORING NOTE: Teachers should consider the preponderance of evidence from student work when determining overall performance level. Students should also have multiple opportunities to work with the rubric, review exemplars, and revise/modify their work prior to any summative use of this rubric.

Strand / Eighth Grade / Ninth and Tenth Grade / Eleventh and Twelfth Grade
Reading – Informational
Text / RI.1: Cite the textual evidence (paraphrase, summarize, and quote) using MLA format that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. / RI.1: Cite strong and thorough textual evidence (paraphrase, summarize, and quote) using MLA format to support analysis of what the text says explicitly as well as inferences drawn from the text. / RI.1: Cite strong and thorough textual evidence (paraphrase, summarize, and quote) using MLA format to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Writing / W.1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. / W.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 claims from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s 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 claims(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
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 the argument presented.
W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. / W.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, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claims from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion and clarify the relationships between claims(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
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 the argument presented.
W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language / L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Recognize and correct inappropriate shifts in verb voice and mood.
L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (use comma, ellipsis, or dash to indicate a pause or break).
L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., expressing uncertainty or describing a state contrary to fact).

/ L.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 and clauses to convey specific meanings and add variety and interest.
L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (use a semicolon to link independent clauses; use a colon to introduce a list or quotation).
L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook) appropriate for the discipline. / L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Resolve issues of complex or contested usage, consulting references as needed.
L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (observe hyphen conventions).
L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

NOTES: In the left criterion boxes of the rubric, the CCSS-aligned standards have been identified. As a resource for teachers, above are the standards for the current grade (9) as well as the subsequent grade. Since the rubric score of “4” represents “above grade level” work, the 11th grade standards were referenced.

The letter abbreviations are as follows: CCSS = Common Core State Standard W = WritingRI = Reading Informational Text L=Language

PROMPTS TAKEN FROM THE 9th and 10th GRADE READING FOR INFORMATION STANDARDS:

RI.2 – Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.5 – Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences in developing and refining a key concept.
RI.8 – Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is sound and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9 – Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail), including how they address related themes and concepts.