Argumentative Discursive Writing Rubric

Argument/Discursive Rubric
Claim/Focus  Begins with a clear, arguable, and  Begins with a clear, arguable,  Begins with a somewhat  Begins with a simplistic or
precise thesis statement, and and precise thesis statement clear thesis statement that unclear thesis statement
_____/20 establishes the significance of the  Maintains focus on the is not maintained  Does not maintain focus on
topic purpose and audience, throughout the essay purpose or audience and
 Maintains strong focus on the using most of the essay to  Maintains some focus on does not address
purpose and audience, using the support and develop the the purpose and audience, counterclaim(s)
whole essay to support and develop claim and but may stray off topic at
the claim and counterclaim(s) fairly counterclaim(s) times. Counterclaim(s) may
not be presented evenly or
objectively
(17–20) (12–16) (6–11) (0–5)

Support/Evidence  Includes relevant, appropriate,  Includes relevant and  Includes some evidence but  Does not include clear
and valid evidence to support appropriate evidence may not precisely explain or relevant evidence or
_____/20 each claim and counterclaim(s) related to each claim and how it supports the claim reasoning to support the
while fully explaining how the counterclaim(s) while and/or the claim is not claim
evidence and reasons support the explaining how the properly distinguished from  Does not demonstrate
claim evidence supports the claim the counterclaim an understanding of the
 Demonstrates reasoning and full  Demonstrates some logical  Demonstrates some reasoning topic and lacks
understanding of the topic by reasoning and and understanding of the topic counterclaim(s)
thoroughly stating the strengths understanding of the topic but the strengths of the claim
of the claim and strongly by mainly stating the and the refutation of the
refuting the counterclaim(s) strengths of the claim and counterclaim(s) may be
refuting the counterclaim(s) confusing, unclear, or absent
without adequate
explanation
(17–20) (12–16) (6–11) (0–5)

Organization and  Demonstrates a logical progression of  Demonstrates a progression of  Demonstrates a move from  Lacks an introduction and/or
Structure ideas from beginning to end, ideas from beginning to end, beginning to end; however, the conclusion
including an effective introduction including an introduction and introduction and/or conclusion  Does not demonstrate a clear
_____/20 and a conclusion which follows from conclusion which generally may be overly formulaic and/or organizational structure and
and supports the arguments presented supports the arguments repetitious may simply offer a series of
 Incorporates an organizational presented  Incorporates a basic organizational ideas without any clear
structure with clear transitional words  Incorporates an organizational structure but the relationship transitions or connections
and phrases that enhance the structure with clear transitional between and among ideas is not
relationship between and among words and phrases that show the consistently clear
ideas relationship between and among  Lacks cohesion and clarity
 Establishes cohesion and clarity ideas
throughout  Generally establishes cohesion
and clarity
(17–20)
(12–16) (6–11) (0–5)
Voice and Tone  Demonstrates a definitive  Demonstrates a definitive  Demonstrates an uneven and/or  Does not demonstrate a
perspective and voice perspective and voice inconsistent perspective and/or clear voice
_____/15  Maintains a formal and objective  Maintains a formal and voice  Lacks a formal and
tone somewhat objective tone with  Does not maintain a formal and objective tone
few exceptions objective tone consistently
(14–15) (10–13) (6–9) (0–5)

Fluency and  Consistently varies sentence  Frequently varies sentence  Inconsistently varies some sentence  Infrequently varies few
Word Choice beginnings beginnings and lengths beginnings and lengths sentence beginnings and/or
and lengths  Maintains a sentence flow;  Inconsistently maintains sentence lengths
_____/15  Maintains a consistent sentence flow; writing is mostly smooth and flow; writing is sometimes drawn  Lacks a flow in sentences;
writing is always smooth and clear clear out and choppy writing is mostly drawn out
 Consistently uses concise and  Frequently uses concise and  Inconsistently uses concise and and choppy
sophisticated language appropriate to sophisticated language sophisticated language appropriate  Infrequently uses concise and
task appropriate to task to task sophisticated language
appropriate to task
(14–15) (10–13) (6–9) (0–5)

Mechanics  Consistently uses the following  Frequently uses the following  Inconsistently uses the following  Infrequently uses the
conventions correctly: conventions correctly: conventions correctly, leaving following conventions
_____/10  Complete sentences  Complete sentences readers distracted: correctly, leaving readers
 Grammar  Grammar  Complete sentences confused:
 Spelling  Spelling  Grammar  Complete sentences
 Capitalization  Capitalization  Spelling  Grammar
 Punctuation  Punctuation  Capitalization  Spelling
 Punctuation  Capitalization
 Punctuation
(9–10) (6–8) (3–5)
(0–2)

Argumentative Discursive Writing Rubric

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Argumentative Discursive Writing Rubric

Uploaded by

Copyright:

Available Formats

Argument/Discursive Rubric

(17–20) (12–16) (6–11) (0–5)

(17–20) (12–16) (6–11) (0–5)

(14–15) (10–13) (6–9) (0–5)

(14–15) (10–13) (6–9) (0–5)

You might also like