Ninth Grade Instructional Writing Rubric ARGUMENTATIVE 4 Exemplary – Exceeds Standard 3 Adequate – Meets Standard 2 Partial – Approaches Standard 1 Minimal – Begins Standard Organization and Flow The writer introduces precise, knowledgeable claim(s) distinguishes the claim(s) from alternate or opposing claims creates an effective organization that establishes clear relationships among claims, counterclaims, reasons and evidence uses efficient and meaningful words, phrases and clauses to: link the major sections of the text create cohesion clarify the relationships between claims and reasons reasons and evidence claims and counterclaims provides a powerful conclusion that follows from and effectively supports the argument presented The writer introduces precise claim(s) distinguishes the claim(s) from alternate or opposing claims creates an organization that establishes clear relationships among claims, counterclaims, reasons and evidence uses words, phrases and clauses to: link the major sections of the text create cohesion clarify the relationships between claims and reasons reasons and evidence claims and counterclaims provides a conclusion that follows from and adequately supports the argument presented The writer introduces claim(s) somewhat acknowledges the existence of alternate or opposing claims creates an organization that partially establishes relationships among claims, reasons and evidence uses some words, phrases or clauses to link the major sections of the text provides a conclusion that partially supports the argument presented The writer shows an attempt to introduce claim(s) does not acknowledge the existence of alternate or opposing claims creates an organization that minimally establishes relationships among claims, reasons and evidence uses limited language structures to establish some linkage between the major sections of the text. does not provide a conclusion that adequately supports the argument presented Content: Topic Development and Support The writer develops claim(s) and counterclaim(s) fairly and insightfully supplies convincing evidence: facts The writer develops claim(s) and counterclaim(s) fairly supplies relevant evidence: facts extended definitions The writer acknowledges claim(s) and counterclaim(s) supplies some relevant evidence: facts The writer shows an attempt to state a claim and counterclaim provides little or no evidence: facts details
Grade 9 Speaking Rubric ARGUMENTATIVE 4 Exemplary – Exceeds Standard 3 Adequate – Meets Standard 2 Partial – Approaches Standard 1 Minimal – Begins Standard Organization and Flow The speaker introduces precise, knowledgeable claim(s) distinguishes the claim(s) from alternate or opposing claims demonstrates an effective organization that establishes clear relationships among claims, counterclaims, reasons and evidence effectively presents information, findings and supporting evidence that is clear, concise and logical effectively makes strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) to enhance understanding of findings, reasoning and evidence add interest uses efficient and meaningful words, phrases and clauses to: link the major sections of the text create cohesion clarify the relationships between claims and reasons reasons and evidence claims and counterclaims presents a powerful conclusion that follows from and supports the argument presented The speaker introduces precise claim(s) distinguishes the claim(s) from alternate or opposing claims demonstrates an organization that establishes clear relationships among claims, counterclaims, reasons and evidence adequately presents information, findings and supporting evidence that is clear, concise and logical adequately makes strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) to enhance understanding of findings, reasoning and evidence add interest uses words, phrases and clauses to: link the major sections of the text create cohesion clarify the relationships between claims and reasons reasons and evidence claims and counterclaims presents a conclusion that follows from and supports the argument presented The speaker introduces claim(s) acknowledges the existence of alternate or opposing claims demonstrates an organization that establishes relationships among claims, reasons and evidence presents some information, findings and supporting evidence uses some digital media (e.g., textual, graphical, audio, visual or interactive elements) uses some words, phrases or clauses to link the major sections of the text presents a conclusion that shows an attempt to support the argument presented The speaker shows an attempt to introduce claim(s) establish relationships among claims, reasons and evidence shows an attempt to present information, findings and supporting evidence uses little or no digital media (e.g., textual, graphical, audio, visual or interactive elements) uses limited language structures to establish some linkage between the major sections of the text presents a conclusion to support the argument presented
Content: Topic Development and Support The speaker presents insightful claim(s) and counterclaim(s) fairly supplies convincing evidence for each through the presentation of strengths and limitations anticipates the audience’s knowledge level and concerns effectively uses well-chosen, relevant and significant facts extended definitions concrete details quotations or other information strong examples appropriate to the claim The speaker presents claim(s) and counterclaim(s) fairly supplies relevant evidence for each while pointing out strengths and limitations anticipates the audience’s knowledge level and concerns effectively uses well-chosen, relevant and sufficient facts extended definitions concrete details quotations or other information strong examples appropriate to the claim The speaker acknowledges claim(s) and counterclaim(s) supplies evidence while pointing out some strengths and limitations uses some relevant facts, details, or examples to support the claim The speaker shows an attempt to state a claim and counterclaim provides some evidence shows an attempt to use facts, details, or examples to explain the claim Focus The speaker effectively focuses on a clearly identified purpose considers the audience’s position relative to the claim The speaker clearly focuses on an identified purpose shows some consideration of the audience’s position relative to the claim The speaker somewhat focuses on an identified purpose shows limited consideration of the audience’s knowledge of the claim The speaker shows an attempt to focus on purpose and audience strays from the topic Language Use The speaker uses precise language and vocabulary to effectively manage the logic and clarity of the argument uses a well-controlled and appropriate tone for the purpose and audience effectively adapts language to a variety of contexts and tasks The speaker uses precise language and vocabulary to consistently support the logic of the argument uses an appropriate tone for the purpose and audience adequately adapts language to a variety of contexts and tasks The speaker uses language and vocabulary that sometimes support the argument uses a tone that somewhat relates to purpose and audience adapts language to a variety of tasks The speaker uses language and vocabulary that rarely support the argument uses a tone that shows little or no relation to purpose and audience shows an attempt to adapt language Conventions The speaker demonstrates effective command of formal English when indicated or appropriate with little or no errors The speaker demonstrates adequate command of formal English when indicated or appropriate with few errors The speaker demonstrates a partial command of formal English with some errors The speaker demonstrates minimal command of formal English with frequent and repeated errors