Argumentative Essay Rubric

 
5 4 3 2 1
(6-Traits) Mastery Proficient Basic Standard Not Met Standard Not Met
Claim Introduces a well thought Introduces a claim later Claim is not as clear as Hard to find the claim No claim
(Ideas & Org.) out claim at the in the essay it should be
beginning of the essay
Opposing Acknowledges alternate Opposing claims are not Opposing claims are Hard to find opposing Opposing claims not
Claim or opposing claims strong or relevant to the unclear claims addressed
(Org.) claim
Evidence Supports the claim with Supports the claim with Evidence is not relevant Lacks evidence and No evidence to
(Ideas & Org.) logical reasoning and reasoning and evidence, or not completely relevance support claims
relevant evidence, and demonstrates some thought out
demonstrating a understanding of the
complete understanding topic
of the topic
Words, Uses variety words, One or two errors with More than 3 errors with Nearly all phrases and No cohesion and
Phrases, phrases, and clauses to some variety in word little variety in word clauses are incorrect, or clarity
create cohesion and usage, clauses but not choice and clause or are not used at all. Little
clauses and clarify the relationships enough to cause phrase usage. cohesion and clarity
sentences among the claim, misunderstandings or Cohesion is harder to between claims and
(Word Choice &
reasons, and evidence harm the relationships of follow as a result evidence.
Sent. Fluency)
the claims, reasons, and
evidence
Style Establishes and Mostly follows formal Few informal sections Casual style and jargon No formal style
(Voice & Sent. maintains a formal style style of writing looks like a text
Fluency) message
Concluding Provides a concluding Concluding statement Concluding statement Concluding statement is No concluding
Statement statement that follows mostly supports the mentions the argument incomplete and or statement
(Ideas & Org.) from and supports the argument presented presented doesn’t mention
argument presented. argument
Conventions Demonstrates Demonstrates strong Demonstrates proficient Demonstrates marginal Demonstrates poor
/Grammar, exceptional command of command of the command of the command of the command of the
the conventions of conventions of standard conventions of standard conventions of standard conventions of
Usage and standard written written language, having written language, with written language, with standard written
Mechanics language and is free of few errors. some errors which may frequent errors which language.
(GUM) errors. confuse meaning. confuses meaning.
Research Uses a wide variety of Uses a variety of relevant Uses some sources Uses few sources which No evidence of
relevant sources which sources which which begin to address do little to address the research.
successfully address the successfully address the the claim/thesis. Some claim/thesis. Few
claim/thesis. claim/thesis. sources are correctly sources are cited.
Sources are correctly Most sources are cited.
cited. correctly cited.

See  CCSS  appendix  C  pg.  40-­‐41  for  example.  

Developed  by  7th  grade  Utah  educators  from  Washington  County  School  District.