MS.

ALSTONS ENGLISH III ARGUMENTATIVE WRITING RUBRIC AND DIFFERIENTIATED WRITING GOALS

Argumentative Writing Rubric with Differentiated Writing Goals

The following rubric was posted by: http://blogs.egusd.net/ccss/ela/rubrics-k-12/ Differentiated Writing Goals were created by: Melinda Alston

Criterion Focus/ Claim CCSS W: 1a 1b 1e 4 Organization/ Structure CCSS W: 1a 1b 1f 4

5 - Advanced
Insightfully addresses all aspects of the prompt Introduces artful, precise, and knowledgeable claim(s) in a sophisticated thesis statement Skillfully orients reader to topic(s) in introduction Meticulously develops claim(s) with relevant body paragraphs Provides a meaningful and reflective conclusion which draws from and supports claim(s) Creates cohesion through skillful use of linking words, phrases, and clauses within and between paragraphs Includes purposeful and logical

4 - Proficient
Competently addresses all aspects of the prompt Introduces precise, knowledgeable claim(s) in a clear thesis statement Orients reader to topic(s) in introduction Thoroughly develops claim(s) with relevant body paragraphs Provides a conclusion that follows from and supports claim(s) Creates cohesion through linking words, phrases, and clauses within and between paragraphs Includes logical progression

3 - Basic
Superficially addresses all aspects of the prompt Introduces reasonable claim(s) in a thesis statement

2 - Below Basic
Partially addresses aspects of the prompt Introduces superficial or flawed claim(s) in a weak thesis statement Inadequately orients reader to topic(s) in introduction Inadequately develops claim(s) with minimal body paragraphs Provides an inadequate conclusion Uses limited and/or inappropriate linking words, phrases, or clauses Includes uneven progression of

1 - Far Below Basic

Minimally addresses some aspect of the prompt Fails to introduce a relevant claim and/or lacks a thesis statement Fails to orient reader to topic(s) in introduction or introduction is missing Fails to develop claim(s) with body paragraphs Omits conclusion Uses few or no linking words, phrases, or clauses Includes little or no

Partially orients reader to topic(s) in introduction Generally develops claim(s) with body paragraphs Provides a conclusion which repetitively or partially supports claim(s) Creates some cohesion through basic linking words, phrases, and/or clauses within or between paragraphs Includes adequate progression

progression of ideas from beginning to end

Evidence/ Support CCSS W: 1b 1c 2b 9 Provides substantial and pertinent evidence to support claim(s) Seamlessly and effectively integrates and cites credible sources and/or text evidence Convincingly refutes specific counterclaim(s) Skillfully uses specific rhetorical devices to support assertions (e.g., logos, pathos, ethos) Shows insightful understanding of topic/text Uses persuasive and valid reasoning to connect evidence with claim(s) Uses purposeful and varied sentence structure Contains minimal to no errors in conventions (grammar, punctuation, spelling, capitalization) Strategically uses academic and

of ideas from beginning to end

Provides sufficient and relevant evidence to support claim(s) Competently integrates and cites credible sources and/or text evidence Competently refutes specific counter-claim(s) Uses specific rhetorical devices to support assertions Shows competent understanding of topic/text Uses valid reasoning to connect evidence with claim(s) Uses correct and varied sentence structure Contains few, minor errors in conventions Competently uses academic

of ideas from beginning to end

Provides limited and/or superficial evidence to support claim(s) Ineffectively integrates and cites adequate sources and/or text evidence Minimally refutes specific counter-claim(s) Uses some rhetorical devices to support assertions Shows simplistic understanding of topic/text Uses some valid and accurate reasoning to connect evidence with claim(s) Uses mostly correct and some varied sentence structure Contains some errors in conventions which may cause confusion Superficially uses academic

ideas from beginning to end

Provides minimal and/or irrelevant evidence to support claim(s) Incorrectly integrates or cites sources and/or text evidence that may not be credible Acknowledges alternate or opposing claim(s) Uses some rhetorical devices to support assertions with limited success Shows limited understanding of topic/text Uses limited, simplistic and/or flawed reasoning to connect evidence with claim(s) Uses limited and/or repetitive sentence structure Contains numerous errors in conventions which cause confusion Inadequately uses academic

discernible organization of ideas

Provides inaccurate, little, or no evidence to support claim(s) Does not use or cite sources and/or text evidence Fails to acknowledge alternate or opposing claim(s) Lacks rhetorical devices to support assertions Shows no understanding of topic/text Reasoning is missing or does not connect evidence with claim(s) Lacks sentence mastery (e.g., fragments/ run-ons) Contains serious and pervasive errors in conventions Fails to use academic and

Analysis CCSS W: 1b 9 Language CCSS L: 1 2 3

domain-specific vocabulary clearly appropriate for the audience and purpose

and domain-specific vocabulary clearly appropriate for the audience and purpose

and domain-specific vocabulary clearly appropriate for the audience and purpose

and domain-specific vocabulary clearly appropriate for the audience and purpose

domain-specific vocabulary clearly appropriate for the audience and purpose

Ms. Alstons English III Honors Student Writing Goal Handout

Goal 1: Students will strive to receive a 92 on all writing assignments, while achieving at least proficient on all areas of
their writing rubric. The purpose of this handout is to provide ways you can improve on your writing in order to help you meet our big goal. As you improve on your written communication, you will not have to annotate your writing as much. My goal is to help you produce your best work possible. The Underlined statements are the different writing strands from your rubric. The bulletin points are your writing task and examples.

Writing Goal 1: Organization and Structure The student needs to skillfully orients reader to topic(s) in introduction The student needs to meticulously develop claim(s) with relevant body paragraphs The student will achieve this by circling their key points. The student will also write the main idea by each of their paragraphs and circle the key word(s) in their main idea summary.

Student needs to provide a meaningful and reflective conclusion which draws from and supports claim(s) The student will highlight their conclusion for each paragraph and write conclusion.

Student needs to ADD TRANSITIONS. Student needs to create cohesion through skillful use of linking words, phrases, and clauses within and between paragraphs. The student will review their transition handout. The student will underline their transitions in each paragraph.

Student needs to include purposeful and logical progression of ideas from beginning to end. The student will organize their ideas by using a research paper graphic organizer before writing their paper.

Writing Goal 2: Evidence/Support Student needs to ADD TEXTUAL EVIDENCE and RESEARCH. Student needs to provide substantial and pertinent evidence to support claim(s). The student will go back through their text to pull specific examples. The student will use different types of evidence from the text. The student will label what type of evidence they use. The student will provide power quotes when necessary. The student will support each paragraph with textual evidence and research. The student will highlight all the evidence they used and write evidence or TE.

Student needs to seamlessly and effectively integrate and cites credible sources and/or textual evidence Student needs to convincingly refutes specific counter-claim(s) The student will use transitions that show they are citing their source. (Check your How to Paraphrase Handout) Example: According to (authors last name) Example: (Authors last name) asserts, argues, claims, statesetc Important note: In your paper, you must place the authors name and page number in parenthesis. Example: (Alston 4) or Alston argues that citing sources is essential in writing a research paper (4)

The student will highlight the transitions they used to cite the author. The student will underline all of the evidence they used and write what type it is. o Fact, Statistic, Authors Claim/Research, Testimony, Anecdote, Personal Experience The student will write COUNTER next to any claim they make, in which they refute or counter claims presented by other sources.

Writing Goal 3: Analysis The student needs to go DEEPER, The student needs to show insightful understanding of topic/text. Student will fill out Burkes Pentad depending on the assignment. When writing a research paper, student will answer: What issues are you focused on? Who do these issues impact? (Gender, Race, Nationality, Class, Religion) Do not say EVERYONE because your paper is not long enough to explain how your topic relates to everyone in the world. The student will create a map showing the causes related to their topic. (You may also map out the background information that shows the reasoning why a specific issue exists)

The student will list the social, emotional, physical, psychological, economic, social, and/or political implications regarding their topic.

Student needs to use persuasive and valid reasoning to connect evidence with claim(s) By each paragraph, student will underline the evidence and identify the type being used. Student will rate how credible their research is before synthesizing their research. Student will make sure they are using credible research.

Writing Goal 4: Language Student needs to ADD COMPUND AND COMPLEX sentences. Student needs to use purposeful and varied sentence structure. The student will write various compound and complex sentences. The student will strive to use semi-colons and commas effectively. The student will circle each conjunction, semi-colon, and colon used. The student will write run-on sentence if they believe it is too lengthy and needs to be shortened.

Students writing needs to contain minimal to no errors in conventions (grammar, punctuation, spelling, and capitalization) The student will receive specific grammar rules to focus on: Grammar Focus 2: Verb Tense Grammar Focus 4: Other _____________

Grammar Focus 1: Subject-Verb Agreement Practice Grammar Focus 3: Double Negatives

Student needs to work on RW (rewording and rewriting). Student needs to strategically use academic and domain-specific vocabulary clearly appropriate for the audience and purpose. The student will circle anytime they write things and change it to a more specific word such as: experience, situation, incident, notion, idea, belief, value, attitude, behavior, action, interaction.etc (You may look up synonyms) The student will circle and change any word or phrase they repeat in which they could use another term instead. The student will replace low-level terms with more complex and scholarly terms. (Make sure you understand the context in which the word is used and do not use unnecessary big words)