The Art of Writing / Argumentative Essay Grading Rubric

Not Yet Demonstrated—

  Exemplary—“A” Range Proficient—“B” Range Emerging—“C” Range
“D” to “F” Range
INTRODUCTION— Well-developed introduction Introduction creates Introduction adequately Background details may be
THESIS STATEMENT— engages the reader and interest and contains explains the background of randomly collected
CONCLUSION creates interest. Contains background information. the problem, but may lack information, unclear,
detailed background Thesis clearly states a clarity.  Thesis states a and/or loosely related to
Background/History information and a clear problem and the writer’s problem, but writer’s the topic. Thesis/position
Defining the Problem explanation of the problem. position plus two thesis position, two thesis points, and/or counterargument
Thesis Statement Thesis clearly states a points and opposition’s and/or opposition’s may be vague, incomplete,
& significant and compelling counterargument are counter-argument may not and/or not stated.
Conclusion position that includes two evident but not strongly be evident and/or clear.
strong thesis points and stated. Conclusion does not
opposition’s Conclusion mirrors revisit the thesis or
20 points counterargument. Conclusion summarizes introduction too closely, summarize key
thesis and key points with with little or no new argumentative point(s).
Conclusion revisits the thesis some “fresh” commentary on the
in a new way and applies the commentary present. writer’s thesis / position.
writer’s position universally.  17 pts. 15 pts. 12 pts.
20 pts.
ARGUMENTATIVE POINTS Well-developed Developed argumentative One or both argumentative Both argumentative thesis
argumentative thesis points thesis points are related thesis points lack sufficient points are poorly
3 Body Paragraphs are highly relevant and to the writer’s position, details and support. Writer developed. Refutation
a) 1st thesis point directly support the writer’s but one may lack attempts to address one or body paragraph is missing,
b) 2nd thesis point position. Supporting examples sufficient support or more opposing arguments, vague, and/ or
c) Counterargument are concrete and highly deviates from thesis. but the writer may not substantially
(aka Refutation detailed. Commentary is Refutation body refute the opposition’s underdeveloped. 
Paragraph) logical and well thought out. paragraph acknowledges point(s) clearly or Writer’s commentary is
Refutation body paragraph opposing viewpoint(s) adequately. minimal to nonexistent.
30 points acknowledges opposing with some logic and
viewpoint(s) very clearly and clarity and adequately
skillfully counters it. counters it. 22 pts.
30 pts 18 pts.
26 pts.
ORGANIZATION Logical progression of ideas Logical progression of Organization is clear. No discernable
with a clear structure that ideas.  Transitions are Transitions are present but organization.  Few to no
Structure enhances the thesis. present throughout essay may not lend to coherence transitions are not present
Transitions Transitions are smooth and and provide adequate between and among ideas between and among ideas
provide coherence between coherence between and from paragraph to from paragraph to
20 points and among ideas from among ideas from paragraph and/or sentence paragraph and/or
paragraph to paragraph and paragraph to paragraph to sentence within the sentence to sentence
sentence to sentence within and sentence to sentence paragraphs themselves. within the paragraphs
the paragraphs themselves. within the paragraphs themselves.
themselves.
20 pts. 17 pts. 15 pts.
12 pts.
STYLE & CONVENTIONS Writing is smooth, skillful, and Writing is clear and Writing is clear, but Writing is confusing and
coherent.  Sentences are sentences have some sentences may lack hard to follow.  Contains
Syntax strong and expressive with varied structure.  Diction variety.  Diction is fragments and/or run-on
(= sentence variety & “flow”) varied structure. Diction is is appropriate.  Tone is sometimes inconsistent sentences. Diction is
Diction consistent and words are generally consistent with and/or inappropriate at inappropriate and
(= word choice) well-chosen.  The tone is writer’s position / thesis various points in essay. inconsistent throughout
Argumentative Tone highly consistent with writer’s and appropriate Tone may be inconsistent essay. Tone of piece is
Grammar & Usage position / thesis and throughout essay. with writer’s position / highly inconsistent with
Mechanics appropriate throughout Punctuation, spelling, and thesis. Several errors in writer’s position / thesis.
(= spelling, punctuation, & essay. Punctuation, spelling, capitalization are punctuation, spelling, and Many errors in
capitalization)
and capitalization are generally capitalization. punctuation, spelling, and
accurate accurate, with some capitalization
15 points
with few or no errors. distract reader.
15 pts. errors. 11 pts. 9 pts.

13 pts.
SOURCES/ Required evidence from Required evidence from Some required source Little to no required
REQUIRED EVIDENCE sources is smoothly and source(s) is integrated material is used and may or source material is used.
Use & Format logically integrated into essay into the text. Majority may not lend credibility to Source citations may be
Relevance/Reliability and serves to add credibility sources are cited writer’s position/thesis. highly inaccurate or not
(includes minimum of 1 and insight into writer’s accurately and are Several sources may not be evident. Relevance and/or
major direct quote position / thesis. All sources generally relevant and cited accurately. Relevance reliability are strongly in
 The Art of Writing / Argumentative Essay Grading Rubric
“sandwich” are cited accurately and are reliable. Works Cited and reliability may be question. Works Cited
per body paragraph) highly relevant and reliable. page is mainly correct. questionable. Works Cited page contains major
Works Cited page is page contains significant errors.
Works Cited page
impeccably formatted. errors.
15 points 15 pts. 11 pts.
13 pts. 9 pts.