For use with

PBL Written Product:___________________________________________________

Standard

Advanced Understanding

Conduct short as well as more

sustained research projects to answer
a question (including a self-generated
question) or solve a problem; narrow
or broaden the inquiry when
appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation. (CCSS: W.9-12.7)

Information from multiple well-chosen

sources is integrated to persuade and
demonstrates a sophisticated
understanding of audience.

Information from multiple reliable

sources is integrated to persuade
audience.

Information from multiple sources

attempts to persuade audience.

Response provides limited

information from sources.

Response provides thorough and wellchosen information to analyze different

points of view, assumptions and
questions.

Response provides sufficient and

relevant information to analyze
different points of view, assumptions
and questions.

Response provides some relevant

information to analyze different
points of view, assumptions and
questions.

Response provides little

relevant information based on
research.

Introduce precise, [knowledgeable] claim(s),

[establish the significance of the claim(s)],
distinguish the claims from alternate or
opposing claims, and create an
organization that [logically] sequences
claim(s), counterclaims, reasons, and
evidence. (CCSS: W.9-10/[11-12].1a)
Develop claim(s) and counterclaims fairly
[and thoroughly], supplying [the most
relevant] evidence for each while pointing
out the strengths and limitations of both
in a manner that anticipates the
audiences knowledge level and concerns,[
values and possible biases]. (CCSS: 910/[11-12].1b)

A precisely-worded knowledgeable
claim shows a sophisticated
understanding of the prompt.

A precisely-worded knowledgeable
claim addresses the prompt.

A general claim connects to the

prompt but is less clear.

A generalization about the

prompt acts as the claim.

Supports claim with particularly wellchosen evidence analyzed to clearly

develop to claim.

Supports claim with evidence

analyzed to clearly develop the claim.

Sometimes supports claim with

evidence analyzed to develop to
claim.

Little explanation of evidence.

Fairly and thoroughly addresses

counterclaim(s).

Fairly addresses counterclaim(s).

Acknowledges counterclaim(s).

Develops the response anticipating

the audiences knowledge level and
concerns.

Somewhat anticipates the

audiences knowledge level and
concerns.

Response is significantly
underdeveloped.

Orients the reader to a specific claim.

Orients reader to the topic of essay,

but the claim is general or implied.

Does not provide an effective

introduction to the response.

Uses a variety of word choice and

sentence structures which add to
stylistic impact.

Uses a variety of word choice and

sentence structures which create clear
links between paragraphs.

Uses some variety of word choice

and sentence structures which create
links between paragraphs.

Wording and links between

ideas are weak.

Establishes fluency between claim,

evidence, and analysis in welldeveloped paragraphs.

Establishes a clear pattern of claim,

evidence, and analysis in welldeveloped body paragraphs.

Establishes a simple pattern of

claim, evidence, and analysis in body
paragraphs.

Weak or missing analysis.

Conclusion adds to the substance and

implications of the response.
An array of words and phrases
significantly enhance the response.

Conclusion adds to the substance of

the response.
Consistently uses words and phrases
specific to topic.

Conclusion adds little to the

response.
Occasionally uses words and
phrases specific to topic.

Conclusion is minimal or
missing.
Uses limited vocabulary.

Voice demonstrates academic

confidence and deep understanding
of the claim.

Voice is academic and engaged.

Voice is mostly academic, but may

at times be weak.

Conventions

Style

Organization

Development

Claim

Research

Use words, phrases, and clauses [as

well as varied syntax] 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. (CCSS: W.9-10/[1112].1c)
Provide a concluding statement or
section that follows from and
supports the argument presented.
(CCSS: W.9-12.1e)

Establish and maintain a formal style

and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
(CCSS: W.9-12.1d)

Demonstrate command of the

conventions of Standard English
capitalization, punctuation, and
spelling when writing. (CCSS: L.9-12.2)

Develops the response so that the

reader gains insight into the topic as a
whole in relation to the claim/thesis.
Orients and engages the reader with
the topic and precise claim of the
written product.

Meets the Standard

3.5

Approaching Standard
2.5

Does Not Meet

1.5

Does not acknowledge

counterclaim(s).

Voice is inappropriate for

academic writing or
disengaged.

Uses a variety of sentence structures.

Sentences are sometimes choppy,
awkward, or incomplete.

Sentence variety creates a particular

effect.
Manipulates elements of grammar to
create a particular effect.

Uses grade-level conventions with

few errors.

Thorough understanding of (APA,

Chicago, MLA) style.

General understanding of (APA,

Chicago, MLA ) style.

Pattern of errors in spelling, usage,

grammar, and/or paragraphing
occasionally interfere with reader.
Some use of (APA, Chicago, MLA)
style.

Sentences are simplistic,

repetitive, choppy, or
ineffective.
Errors make the text difficult
to read.
Little or no use of (APA,
Chicago, MLA) style.