CCSS
 ARGUMENT
COMMON CORE STATE STANDARDS ARGUMENT WRITING RUBRIC (GRADES 9-10)
Description
CLAIM: The text introduces
a clear, arguable claim that
can be supported by reasons
and evidence.
DEVELOPMENT: The text
provides sufficient data and
evidence to back up the
claim as well as a conclusion
that supports the argument.
AUDIENCE: The text
anticipates the audience’s
knowledge level and
concerns about the claims.
The text addresses the
specific audience’s needs.
COHESION: The text uses
words, phrases, and clauses
to link the major sections of
the text, creates cohesion and
clarifies the relationship
between the claim and
reasons, between reasons and
evidence, and between
claims and counterclaims.
STYLE AND CONVENTIONS:
The text presents a formal,
objective tone that
demonstrates standard
English conventions of usage
and mechanics while
attending to the norms of the
discipline (i.e. MLA, APA,
etc.).
5 Exceptional
The text introduces a
compelling claim that is
clearly arguable and takes a
purposeful position on an
issue. The text has a structure
and organization that is
carefully crafted to support
the claim.
The text provides convincing
and relevant data and
evidence to back up the
claim and effectively
addresses counterclaims. The
conclusion strengthens the
claim and evidence.
The text consistently
addresses the audience’s
knowledge level and
concerns about the claim.
The text addresses the
specific needs of the
audience.
The text strategically uses
words, phrases, and clauses
as well as varied syntax to
link the major sections of the
text. The text identifies the
relationship between the
claim and reasons as well as
the evidence. The text
effectively links the
counterclaims to the claim.
The text presents an
engaging, formal and
objective tone. The text
intentionally uses standard
English conventions of usage
and mechanics while
attending to the norms of the
discipline (i.e. MLA, APA,
etc.).
4 Skilled
The text introduces a precise
claim that is clearly arguable
and takes an identifiable
position on an issue. The text
has an effective structure and
organization that is aligned
with the claim.
The text provides sufficient
and relevant data and
evidence to back up the
claim and fairly addresses
counterclaims. The
conclusion ties to the claim
and evidence.
The text anticipates the
audience’s knowledge level
and concerns about the
claim. The text addresses the
specific needs of the
audience.
The text skillfully uses
words, phrases, and clauses
as well as varied syntax to
link the major sections of the
text. The text identifies the
relationship between the
claim and reasons as well as
the evidence. The text
effectively links the
counterclaims to the claim.
The text presents a formal,
objective tone. The text
demonstrates standard
English conventions of usage
and mechanics while
attending to the norms of the
discipline i.e. MLA, APA,
etc.).
3 Proficient
The text introduces a claim
that is arguable and takes a
position. The text has a
structure and organization
that is aligned with the
claims.
The text provides sufficient
data and evidence to back up
the claim and addresses
counterclaims. The
conclusion ties to the claim
and evidence.
The text anticipates the
audience’s knowledge level
and concerns about the
claim. The text addresses the
needs of the audience.
The text uses words, phrases,
and clauses as well as varied
syntax to link the major
sections of the text. The text
connects the claim and
reasons. The text links the
counterclaims to the claim.
The text presents a formal
tone. The text demonstrates
standard English conventions
of usage and mechanics
while attending to the norms
of the discipline (i.e. MLA,
APA, etc.).
2 Developing
The text contains an unclear
or emerging claim that
suggests a vague position.
The text attempts a structure
and organization to support
the position.
The text provides data and
evidence that attempt to back
up the claim and unclearly
addresses counterclaims or
lacks counterclaims. The
conclusion merely restates
the position.
The text illustrates an
inconsistent awareness of the
audience’s knowledge level
and needs.
The text contains limited
words, phrases, and clauses
to link the major sections of
the text. The text attempts to
connect the claim and
reasons.
The text illustrates a limited
awareness of formal tone.
The text demonstrates some
accuracy in standard English
conventions of usage and
mechanics.
1 Inadequate
The text contains an
unidentifiable claim or vague
position. The text has limited
structure and organization.
The text contains limited data
and evidence related to the
claim and counterclaims or
lacks counterclaims. The text
may fail to conclude the
argument or position.
The text lacks an awareness
of the audience’s knowledge
level and needs.
The text contains few, if any,
words, phrases, and clauses
to link the major sections of
the text. The text does not
connect the claims and
reasons.
The text illustrates a limited
awareness of or inconsistent
tone. The text demonstrates
inaccuracy in standard
English conventions of usage
and mechanics.
 CCSS
 ARGUMENT
 

9th and 10th Grade Argument Writing Common Core State Standards
Strand 9th and 10th Grade Argument Writing Standards
W.9-10.1 Write arguments to supports claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships
among claim(s), counterclaims, reasons and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level, and concerns.
c. Use words, phrases, and clauses 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.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Writing

W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and dynamically.
W.9-10.7 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

W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes.
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Language

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the
discipline and writing type.