Last Edited- Bradley 14 August 2016

7th/8th Grade Springport Middle School Writing Rubric Argument (CCSS Writing #1)

Criterion 5 - Advanced 4 - Proficient 3 - Basic 2 - Below Basic 1 - Far Below Basic

Focus/ Insightfully addresses all aspects of Competently addresses all Superficially addresses all Partially addresses aspects of Minimally addresses some
Claim the prompt aspects of the prompt aspects of the prompt the prompt aspect of the prompt
Introduces precise claim(s) in a Introduces reasonable claim(s) Introduces claim(s) in a thesis Introduces superficial or Fails to introduce a relevant
CCSS -W:
sophisticated thesis statement. in a clear thesis statement statement flawed claim(s) in a weak claim and/or lacks a thesis
1a
thesis statement statement
4
Organi- Skillfully orients reader to topic(s) Orients reader to topic(s) in Partially orients reader to Inadequately orients reader Fails to orient reader to
zation/ in introduction introduction topic(s) in introduction to topic(s) in introduction topic(s) in introduction or
Structure introduction is missing
Thoroughly develops claim(s) with Develops claim(s) with Superficially develops Inadequately develops Fails to develop claim(s) with
relevant body paragraphs relevant body paragraphs claim(s) with body paragraphs claim(s) with minimal body body paragraphs
CCSS
W: paragraphs
1a Provides a meaningful and reflective Provides a conclusion that Provides a conclusion which Provides an inadequate Omits conclusion
1c conclusion which draws from and follows from and supports repetitively or partially conclusion
1e supports claim(s) claim(s) supports claim(s)
4 Creates cohesion through skillful Creates cohesion through Creates some cohesion Uses limited and/or Uses few to no transition/
use of transition/linking words, transition/linking words, through basic inappropriate linking words, phrases, or
phrases, and clauses within and phrases, and clauses within and transition/linking words, transition/linking words, clauses
between paragraphs between paragraphs phrases, and/or clauses within phrases, or clauses
or between paragraphs
Includes purposeful and logical Includes logical progression of Includes adequate progression Includes uneven progression Includes little or no discernible
progression of ideas from beginning ideas from beginning to end of ideas from beginning to end of ideas from beginning to organization of ideas
to end end
Evidence/ Provides substantial and pertinent Provides sufficient and Provides limited and/or Provides minimal and/or Provides inaccurate, little, or
Support evidence to support claim(s) relevant evidence to support superficial evidence to support irrelevant evidence to no evidence to support
claim(s) claim(s) support claim(s) claim(s)
CCSS -W: Effectively integrates and cites Competently integrates and Ineffectively integrates or Incorrectly integrates or cites Does not use or cite sources
1b
credible sources and/or text cites credible sources and/or cites adequate sources and/or sources and/or text evidence and/or text evidence
9
evidence text evidence text evidence that may not be credible
Convincingly refutes specific Competently refutes specific Minimally refutes specific Acknowledges alternate or Fails to acknowledge alternate
counter-claim(s) counter-claim(s) counter-claim(s) opposing claim(s) or opposing claim(s)
Analysis Shows insightful understanding of Shows competent Shows superficial Shows limited and/or flawed Shows no and/or inaccurate
topic or text understanding of topic or text understanding of topic or text understanding of topic or text understanding of topic or text
CCSS-W: Uses persuasive and valid reasoning Uses valid reasoning to Uses some valid and accurate Uses limited, simplistic Reasoning is missing or does
1b
to connect evidence with claim(s) connect evidence with claim(s) reasoning to connect evidence and/or flawed reasoning to not connect evidence with
9
with claim(s) connect evidence with claim(s)
claim(s)
Language Uses purposeful and varied sentence Uses correct and varied Uses mostly correct and some Uses limited and/or repetitive Lacks sentence mastery (e.g.,
structure sentence structure varied sentence structure sentence structure fragments/ run-ons)
CCSS Contains minimal to no errors in Contains few, minor errors in Contains some errors in Contains numerous errors in Contains serious and pervasive
L:
conventions (grammar, punctuation, conventions conventions which may cause conventions which cause errors in conventions
1
spelling, capitalization) confusion confusion
2
Strategically uses academic and Competently uses academic Superficially uses academic Inadequately uses academic Fails to use academic and
3
domain-specific vocabulary clearly and domain-specific and domain-specific and domain-specific domain-specific vocabulary
appropriate for the audience and vocabulary clearly appropriate vocabulary clearly appropriate vocabulary clearly clearly appropriate for the
purpose for the audience and purpose for the audience and purpose appropriate for the audience audience and purpose

th th
ELA 7 /8 Rubric Alignment to CCSS
th
Strand 7 Grade Standards
1. Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge and address alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) or counterarguments with logical reasoning and
relevant evidence, using accurate, credible sources and demonstrating
an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., Compare
and contrast a fictional portrayal of a time, place, or character
and a historical account of the same period as a means of
understanding how authors of fiction use or alter history).
b. Apply grade 7 Reading standards to literary nonfiction (e.g.,
Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is
relevant and sufficient to support the claims).
1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking. (1a-1c are more specific to grammar
instruction and are, therefore, not written on this document.)
2. Demonstrate command of the conventions of standard English
Language
capitalization, punctuation, and spelling when writing. (Details of 2a and 2b
are not written on this document.)
3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.
Last Edited- Bradley 14 August 2016
and purpose
8th Grade Standards
1. Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence
logically.
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., Analyze how a
modern work of fiction draws on themes, pattersn of events, or
character types from myths, traditional stories, or religious works such
as the Bible, including describing how the material is rendered new).
b. Apply grade 8 Reading standards to literary nonfiction (e.g.,
Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
and sufficient; recognize when irrelevant evidence is introduced).
1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking. (1a-1c are more specific to grammar
instruction and are, therefore, not written on this document.)
2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (Details of 2a-2c are
not written on this document.)
3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects.
Last Edited- Bradley 14 August 2016