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iRubric: Argumentative Writing: To Kill a Mockingbird rubric

iRubric: Argumentative Writing: To Kill a Mockingbird rubric

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Argumentative Writing: To Kill a Mockingbird 
Rubric Code: NX23457
By MsCronin
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Argumentative Writing: TKAM
  Exceeding Standards

4 pts

Meeting Standards

3 pts

Approaching Standards

2 pts

Far Below Standards

1 pts

No Evidence

0 pts

Focus: Argument

Exceeding Standards

Establishes and maintains a clear argument that supports the claims, and also demonstrates an understanding that there are other possible arguments on the topic.
Meeting Standards

Establishes and maintains a clear argument that supports the claims.
Approaching Standards

Establishes an argument that generally supports the claims but wavers at times.
Far Below Standards

Attempts to establish an argument supporting claims, but argument is unclear and confusing.
No Evidence

No attempt.
Command of Evidence

Exceeding Standards

Provides logical reasons and more than 6 accurate, relevant pieces of supporting evidence fro the provided text to develop the overall argument.
Meeting Standards

Provides logical reasons and 6 accurate, relevant pieces of supporting evidence from the provided texts that support the overall argument.
Approaching Standards

Provides clear reasons, but less than 6 relevant pieces of supporting evidence from the provided texts that support the overall argument.
Far Below Standards

Provides some reasons that support the overall position, and some pieces of evidence from the provided text to support the overall argument.
No Evidence

No attempt.
Counterclaims

Exceeding Standards

Develops counterclaim fairly with relevant evidence and explains why counterclaim is less convincing than the claim anticipating audience knowledge level and concerns.
Meeting Standards

Acknowledges and distinguishes the writer's claims from the alternate or opposing claims.
Approaching Standards

Acknowledges an alternate or opposing claim to the writer's claim.
Far Below Standards

Mentions an alternate or opposing claim very briefly or makes it unclear which claim the writer is supporting.
No Evidence

No attempt.
Organization and Coherence

Exceeding Standards

-Clearly introduces the claim(s) and provides a concluding statement or section that follows from and supports the argument presented.
-Attempts to inspire readers to care about the topic and/or opinion with an engaging introduction and conclusion.
-Organizes reasons and evidence logically.
-Uses words, phrases, and clauses to create cohesion in writing and clarify the reasoning and logic of the argument.
Meeting Standards

-Clearly introduces the claim(s) and provides a concluding statement or section that follows from and supports the argument presented.
-Organizes reasons and evidence logically.
-Uses words, phrases, and clauses, to create cohesion and clarity in the relationship of the claims, counterclaims, reasons, and evidence.
Approaching Standards

-Clearly introduces the claim(s) and provides a conclusion that follows from the argument presented.
-Organizes reasons and evidence clearly.
-Uses words, phrases, and clauses to create cohesion and clarity in the relationship of the claims, reasons, and evidence.
Far Below Standards

-Attempts an introduction but is not related to the claim(s)
-Attempts a conclusion but it is not related to the argument presented.
-Organizes reasons and evidence but in an unclear manner that detracts from audience understanding.
-Some transitions between claim(s) and reasons are clear; others demonstrate inconsistent or inappropriate usage of linking words and phrases, and the evidence does not relate to the claims or reasons.
No Evidence

No attempt.
Conventions

Exceeding Standards

Uses formal style and objective tone appropriate to the reader and purpose, and demonstrates a command of standard English conventions.
Meeting Standards

Uses formal appropriate to the reader and purpose, and demonstrates a command of standard English conventions with occasional minor errors that do not interfere with understanding.
Approaching Standards

Uses language and tone generally appropriate to the reader and purpose, and demonstrates a command of standard English conventions with a number of minor errors that do not interfere with understanding.
Far Below Standards

Uses basic language and uneven tone with some improper usage of words and phrases, and includes major errors that interfere with reader understanding.
No Evidence

No attempt.




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