Name: ______Date: ______Class: _____

ARGUMENT Scoring Rubric

1-2 / 3-4 / 5 / 6-7 / 8-9
Task /
  • little success in developing an argument
  • may substitute a simpler task by responding to the prompt or the writer’s argument tangentially with unrelated, inaccurate, or inappropriate explanations
1: especially simplistic argument or understanding of the prompt /
  • inadequate focus on developing an argument;
  • inadequate response to the prompt; may misunderstand, misrepresent, or oversimplify the prompt or the writer’s argument
3: less persuasive in evaluating and developing a position /
  • focus on developing a general argument; lapses in focus
  • evaluates the prompt or the validity of the writer’s argument for the purpose of responding to that argument; inconsistent or uneven evaluation
/
  • adequate focus on developing an argument
  • adequately evaluates the prompt or the validity of the writer’s argument for the purpose of responding to that argument
7: more complete or purposeful focus and evaluation of the prompt or the writer’s argument /
  • effective, perceptive focus on developing an argument
  • effectively evaluates the prompt or the validity of the writer’s argument for the purpose of responding to that argument
9: especially full, apt, insightful focus and evaluation of the prompt or the writer’s argument
Thesis /
  • little success in developing a claim; demonstrates only a superficial understanding of the argument; little success in developing directions; little success in developing a universal idea; few thesis components are present and do not justify the argument if one is attempted; perhaps missing thesis
  • little success in controlling syntax and diction
1: especially simplistic argument; weak control of syntax and diction /
  • inadequate claim;obvious observations with little abstract analysis; inadequate directions; inadequate, vague, or confusing universal idea; some thesis components are present but inadequately justify the argument
  • inadequate control of syntax and diction; perhaps some simplistic, imprecise, vague, awkward choices
3: less perceptive argument; less maturity in syntax and diction /
  • emerging claim; some adequate directions; broad universal idea; most thesis components are present and somewhat justify the argument
  • some control of syntax and diction; perhaps some simplistic, imprecise choices
/
  • adequate, generally soundclaimthat goes beyond literal observations; adequate directions and universal idea; all thesis components are present and adequately justify the argument
  • adequate control of syntax and diction
7: more thorough, complex argument; more complex syntax and diction /
  • effective claim; convincing directions; compelling universal idea; thesis components enhance the argument
  • syntax and diction enhance the thesis
9: especially persuasive and insightful argument; mature, sophisticated syntax and diction
Idea Development & Support /
  • little success in developing a position
  • unrelated or inappropriate examples; lack of development; may merely summarize information
  • concession and refutation, if present, demonstrate little success in understanding opponents’ and proponents’ perspectives; little success in understanding the argument
  • little success is using persuasive appeals and strategies
1: especially simplistic, undevelopedargument, evidence and/or explanations /
  • inadequately attempts to develop a general position; may misrepresent or merely touch on the assertion or claim
  • inadequate, inappropriate, or insufficient evidence and explanations
  • concession and refutation, if present, demonstrate an inadequate understanding of opponents’ and proponents’ perspectives; concrete, simplistic understanding generates a one-sided argument
  • inadequate use of persuasive appeals and strategies; perhaps overreliance on a particular appeal or strategy
3: less persuasive in evaluating an argument and developing a position /
  • develops a position; may be general or lapse in focus or persuasiveness
  • some adequate, appropriate, or sufficient evidence and explanations; evidence and explanations may be limited, inconsistent, or unevenly developed; may not blend evidence with commentary
  • concession and refutation demonstrate some understanding of opponents’ and proponents’ perspectives; some understanding of other sides to the argument
  • some sufficient use of persuasive appeals and strategies; perhaps overreliance on a particular appeal or strategy
/
  • adequately develops a generally sound position
  • adequate, appropriate, or sufficient evidence and explanations; evidence and explanations are less developed or cogent than 8-9 essays; blends evidence with commentary
  • concession and refutation demonstrate an adequate understanding of opponents’ and proponents’ perspectives; adequate understanding of all sides of the argument
  • sufficient and mostly balanced use of persuasive appeals and strategies
7: more complete or purposeful argumentation; stronger evidence creates a more persuasive argument /
  • effectively develops a mature, sophisticated position
  • appropriate, cogent evidence and explanations throughout; effectively blends evidence with commentary
  • effective concession and refutation demonstrate a complex, sophisticated understanding of opponents’ and proponents’ perspectives; sophisticated understanding of all sides of the argument
  • skillful, balanced use of persuasive appeals and strategies
9: especially full, thorough, or apt development
1-2 / 3-4 / 5 / 6-7 / 8-9
Organization /
  • little success in organization; random
  • introduction does not succeed in engaging the reader; may be missing
  • conclusion does not succeed in discussing the significance of the universal idea; no connections; may merely repeat the argument or ideas already presented; may be missing
  • lacks transitional elements
1: less organized; less functional introduction; less functional conclusion /
  • inadequate organization; major breaks in unity and coherence; immature control
  • introduction inadequately engages the reader; may be inappropriately brief
  • conclusion inadequately discusses the significance of the universal idea; few connections within or beyond the passage; may merely summarize the argument or ideas already presented; perhaps inappropriately brief
  • inadequate transitional elements
3: less organized; less functional introduction; less functional conclusion /
  • logical organization with lapses in unity and coherence
  • introduction attempts to engage the reader
  • conclusion attempts to discuss the significance of the universal idea; may attempt to make connections within or beyond the passage; may tend toward summary of the argument or ideas already presented
  • some simplistic transitional elements
/
  • adequate, logical, and coherent organization
  • introduction adequately engages the reader
  • conclusion adequately discusses the significance of a universal idea; connections within or beyond the passage
  • adequate, logical transitional elements throughout
7: more complex organization; more engaging introduction; conclusion may include more insightful connections to a universal idea /
  • effective organization enhances unity, coherence, and communication
  • introduction effectively engages the reader
  • conclusion effectively discusses the significance of a universal idea; insightful connections within and beyond the passage
  • varied and subtle transitional elements throughout enhance coherence
9: more careful, subtle organization; more engaging introduction; conclusion may include more insightful connections to a universal idea
Syntax / little success in maintaining control; incorrect syntax throughout; lack of control in grammar and usage
1: weaker control / inadequate, immature control; control of grammar and usage begins to interfere with communication
3: less consistent control / some control and variety; some control of grammar and usage with errors that do not interfere with communication / adequate control and variety; control of grammar and usage relative to length and complexity; some lapses
7: more complex / effective control, variety, and complexity enhances meaning; grammar and usage enhances meaning
9: more mature, sophisticated syntax contributes to an impressive style
Diction / incorrect or ineffective diction throughout
1: weaker control / simplistic, imprecise, vague, awkward, or inappropriate diction throughout
3: less consistent control / acceptable, appropriate diction; noticeable lapses into simplistic, imprecise diction / acceptable, appropriate diction; some lapses
7: more complex / accurate, rich, or precise diction enhances meaning
9: more mature, sophisticated diction contributes to an impressive style
Conventions / lack of control in correctness
1: weaker control / inadequate, immature control of correctness that begins to interfere with communication
3: less consistent control / some control of correctness; errors do not interfere with communication / controlled relative to length and complexity
7: more control / control of correctness enhances communication
9: more mature, sophisticated control contributes to an impressive style
presentation verbal technique /
  • unsuccessful articulation with mumbling throughout
  • little correct pronunciation; numerous errors in pronunciation detract from the message
  • volume is not loud enough to hear the message
  • tone demonstrates no energy or interest in the message; monotonous tone throughout
  • verbal fillers throughout
  • no evidence of preparation
/
  • some clear articulation with mumbling evident
  • some correct pronunciation; numerous errors in pronunciation begin to detract from the message
  • volume is loud enough to be heard some of the time; numerous moments of speaking too quietly/loudly
  • tone demonstrates little energy; several moments of a monotonous tone
  • several verbal fillers
  • little evidence of preparation
/
  • mostly clear articulation with some moments of mumbling
  • mostly correct pronunciation; some errors in pronunciation do not detract from the message
  • volume is loud enough to be heard throughout the room most of the time; some moments of speaking too quietly/loudly; perhaps some variety in volume for emphasis
  • tone demonstrates some energy; moments of a monotonous tone; some disinterest in the topic
  • some verbal fillers
  • some evidence of preparation
/
  • clear articulation and correct pronunciation; few errors in pronunciation
  • volume is adequately loud to be heardthroughout the room; perhaps some variety in volume for emphasis
  • varied tone demonstrates energy
  • avoids verbal fillers; few examples of fillers in the presentation
  • evidence of preparation
/
  • especially crisp articulation and correct pronunciation
  • volume is adequately loud to be heard throughout the room; deliberate varying of volume for emphasis
  • especially varied tone demonstrates energy and interest in the speaker’s message
  • avoids verbal fillers
  • preparation is obvious

Presentation nonverbal technioque /
  • inadequate posture throughout
  • hand gestures and movement are unnatural and/or awkward
  • examples of fidgeting and/or rocking throughout
  • eye contact toward the audience is ineffective throughout; perhaps a complete heavy reliance on notes
/
  • inadequate posture; evidence of slouching
  • hand gestures and movement seem unnatural and/or awkward;
  • several examples of fidgeting and/or rocking
  • eye contact toward the audience is inconsistent; littleadequate eye contact; heavy reliance on notes
/
  • Mostly upright, relaxed posture; some slouching
  • hand gestures and movement are somewhat natural and are used to emphasize parts of the message; some awkward or movement that seems forced
  • some fidgeting and/or rocking
  • eye contact toward the audience is somewhat consistent; some inadequate eye contact by looking away from the audience during key moments; some undue reliance on notes
/
  • upright, relaxed posture
  • hand gestures and movement are natural and are used to emphasize parts of the message
  • avoids fidgeting and rocking; few examples
  • eye contact toward the audience is consistent; looks away from the audience to reference notes only
/
  • upright, relaxed posture; posture exudes confidence
  • hand gestures and movement are natural and effectively emphasize the message
  • avoids fidgeting and rocking
  • eye contact toward the audience is completely consistent and effective; little need to reference notes

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