LPS Scoring Guide for Argument Writing – Holistic– GRADE 10
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IDEAS / CONTENT /
  • Writer conveys a claim, but offers little or no assistance to the reader to understand its importance.
  • Content may be too brief or may have digressions from the topic.
  • Development is minimal.
  • Supporting evidence is confusing and/or undeveloped. Explanation of evidence is absent or completely lacking.
  • Writer incorporates little or unclear logic and reasoning.
  • Warrants are not apparent.
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  • Writer conveys a claim and offers some assistance to the reader regarding its importance.
  • Content may briefly digress from the topic.
  • Development is inconsistent.
  • Supporting evidence is simplistic and underdeveloped. Explanation of evidence doesn’t link back to the claim.
  • Writer incorporates flawed or inadequate logic and reasoning.
  • Warrants are not always apparent or easily inferred.
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  • Writer conveys a plausible claim and contextualizes its importance.
  • Content is generally focused on the topic.
  • Development is generally balanced.
  • Supporting evidence is adequate and relevant. Explanation of evidence links clearly to claim.
  • Writer incorporates sufficient logic and reasoning.
  • Warrants are plausible whether implicit or explicit.
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  • Writer effectively conveys a thoughtful claim and contextualizes its importance.
  • Content is focused on the topic.
  • Development is balanced.
  • Supporting evidence is well developed and relevant. Explanation of evidence is sophisticated and deepens understanding of claim.
  • Writer incorporates compelling logic and reasoning.
  • Warrants are clear whether implicit or explicit.
  • Both quotes and paraphrase are used throughout the paper
  • Quotes and paraphrase support the writer’s ideas.
  • Five sources are not the focus of the paper; they are used to aid the argument being made by the writer.
  • At least 7 sources, including 1 book source, are cited.

ORGANIZATON /
  • Structural development of an introduction, body, and conclusion may be limited.
  • Transitions are missing or connections are unclear.
  • Paragraphing may be ineffective or missing and paragraphs are undeveloped.
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  • Structural development of an introduction, body, and conclusion may be simplistic.
  • Transitions are weak or repetitive.
  • Paragraphing is irregular and paragraphs are inconsistently developed.
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  • Structural development of an introduction, body, and conclusion is adequate.
  • Transitions are functional and varied.
  • Paragraphing is generally controlled and paragraphs are developed.
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  • Structural development of an introduction, body, and conclusion is effective.
  • Transitions are purposeful, showing how ideas connect.
  • Paragraphing is controlled and paragraphs are well developed.
  • 5 paragraphs in length

VOICE / WORD CHOICE /
  • Voice may be inappropriate for the purpose and audience.
  • Writer incorporates a minimal number of stylistic elements with little to no success or impact (point of view, syntax, tone, figurative language).
  • Word choice is rarely specific, precise, varied, or engaging.
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  • Voice may sometimes be inappropriate for the purpose and audience.
  • Writer incorporates a restricted range of stylistic elements with inconsistent success (point of view, syntax, tone, figurative language).
  • Word choice may occasionally be specific, precise, varied, or engaging.
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  • Voice is generally appropriate for the purpose and audience.
  • Writer incorporates a range of stylistic elements with success (point of view, syntax, tone, figurative language).
  • Word choice is usually specific, precise, varied, and engaging.
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  • Voice is appropriate for the purpose and audience.
  • Writer successfully incorporates a wide range of stylistic elements (point of view, syntax, tone, figurative language).
  • Word choice is specific, precise, varied, and engaging throughout.

SENTENCES FLUENCY / CONVENTIONS /
  • Sentences seldom vary in length or structure.
  • Phrasing may sound awkward and unnatural.
  • Fragments or run-ons may confuse the reader.
  • Grammar, usage, punctuation, and spelling errors cause distraction and confuse the meaning.
  • Citations are missing or do not follow MLA format.
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  • Sentences occasionally vary in length or structure.
  • Phrasing may sometimes soundunnatural.
  • Fragments or run-ons may sometimes confuse the reader.
  • Grammar, usage, punctuation, and spelling errors may cause distraction and some confusion.
  • Citations are not consistent with MLA format.
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  • Sentences vary in length or structure.
  • Phrasing generally sounds natural.
  • Fragments and run-ons, if present, do not confuse the reader.
  • Grammar, usage, punctuation, and spelling errors may occur but do not confuse the meaning.
  • Citations are mostly consistent with MLA format.
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  • Sentences vary in length and structure throughout.
  • Phrasing consistently sounds natural and conveys meaning.
  • Fragments and run-ons, if present, are intended for stylistic effect.
  • Grammar, usage, punctuation, and spelling are controlled.
  • Citations are consistent with MLA format.

July 8, 2015