ELA Scale – Teacher Information

Grade level: 9-10 / Strand: Writing; Text Types and Purposes / Category: Argumentative Text
Writing Standard 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 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 claim(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 and supports the argument presented.
Writing Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Samples tasks in which these standards are applied are listed below. They are from Smarter Balance Assessment Consortium specs.
Example Task 1: Write full arguments about topics or sources, attending to purpose and audience: establish and support a claim, organize and cite supporting evidence from credible sources, provide appropriate transitional strategies for coherence, and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented. / DOK 4
Example 2: Apply a variety of strategies when writing one or more paragraphs that express arguments about topics or sources:
Establishing and supporting a precise claim, organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports argument(s) provided. / DOK 3
Example 3: Apply a variety of strategies when revising one or more paragraphs of text that express arguments as above(see list in example 2). / DOK 2

ELA Student Scale: Grade 9-10 Argument Writing Standard 1

Score 4.0 / I can write full-length/multiple-paragraph arguments using the skills and concepts criteria in Score 3.0 on-demand and within a specific/limited time frame.
3.0 / Using the techniques listed below, I can write full (multiple paragraphs) argument texts to support claims in an analysis of substantive topics or texts, supported with 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 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 claim(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 and supports the argument presented.
2.0 / I can write one or more paragraphs that express arguments about topics or sources and
  • establish and support a precise claim,
  • organize and cite supporting evidence and counterclaims using valid inferences and concrete examples from credible texts,
  • providing appropriate transitional strategies for coherence,
  • using appropriate vocabulary,
  • provide a conclusion that is appropriate to purpose and audience and follows from and supports argument(s) provided.

1.0 / From my own or other’s writing, I can distinguish between credible and non-credible sources, relevant and non-relevant evidence.
I can identify and/or provide examples of the following terms and concepts:
  • Claim, supporting claim, counterclaim(s) using valid inferences and concrete examples from credible texts
  • Transition words, conclusion
  • Task, audience, purpose of my writing task

0.0 / I cannot yet provide examples of:
  • credible and non-credible sources
  • relevant and non-relevant evidence
  • claim, supporting claim, counterclaim(s)
  • transition words, conclusion
  • task, audience, purpose of my writing task

tbaisd.org November 29, 2016