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Essay Rubric 
Argument essay for a critical thinking class
Rubric Code: Q8C9X5
By tzoumasv
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Argumentative Essay
  Essays at this level:

4

(N/A)

Essays at this level:

3

(N/A)

Essays at this level:

2

(N/A)

Essays at this level:

1

(N/A)

Essays at this level:

0

(N/A)

Content and Analysis

Essays at this level:

—clearly introduce a topic/argument in a manner that is compelling and follows logically from the task and purpose
—demonstrate insightful analysis of the text(s)
Essays at this level:

— clearly introduce a topic/argument in a manner that follows from the task and purpose
—demonstrate grade-appropriate analysis of the text(s)
Essays at this level:

—introduce a topic/argument in a manner that follows generally from the task and purpose
—demonstrate a literal comprehension of the text(s)
Essays at this level:

—introduce a topic/argument in a manner does not logically follow from the task and purpose
—demonstrate little understanding of the text(s)
Essays at this level:

—demonstrate a lack of comprehension of the text(s) or task
Command of Evidence

Essays at this level:

—develop the topic/
argument with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)
—sustain the use of varied, relevant evidence
Essays at this level:

—develop the topic/argument with relevant facts, definitions, details, quotations, or other information and examples from the text(s)
—sustain the use of relevant evidence, with some lack of variety
Essays at this level:

—partially develop the topic/argument of the essay with the use of some textual evidence, some of which may be irrelevant
—use relevant evidence inconsistently
Essays at this level:

—demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant
Essays at this level:

does not include any of the support items, is difficult to understand, any evidence is not used effectively; irrelevant
Coherence, Organization, and Style

Essays at this level:

—exhibit clear organization, with skillful use of appropriate and varied transitions to create a unified whole and enhance meaning
—establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice
—provide a concluding statement or section that is compelling and follows clearly from the topic and information
Essays at this level:

—exhibit some clear organization, with the use of appropriate and varied transitions to create a unified whole and enhance meaning
—establish and mostly maintains a formal style, uses some grade appropriate vocabulary with a sense of voice
—provide a concluding statement or section that is compelling and follows clearly from the topic and information
Essays at this level:

—exhibit little attempt at organization, or attempts to organize are irrelevant to the task
—lack a formal style, using language that is imprecise or inappropriate for the text(s) and task
—provide a concluding statement or section that is illogical or unrelated to the topic and information presented
Essays at this level:

—exhibit little attempt at organization, or attempts to organize are irrelevant to the task
—lack a formal style, using language that is imprecise or inappropriate for the text(s) and task
—provide a concluding statement or section that is illogical or unrelated to the topic and information presented
Essays at this level:

—exhibit no evidence of organization
—use language that is predominantly incoherent or copied directly from the text(s)
—does not provide a concluding statement or section
Control of Conventions

Essays at this level:

—demonstrate grade-appropriate command of conventions, with few errors
Essays at this level:

—demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension
Essays at this level:

—demonstrate emerging command of conventions, with some errors that may hinder comprehension
Essays at this level:

—demonstrate a lack of command of conventions, with frequent errors that hinder comprehension
Essays at this level:

—are minimal, making assessment of conventions unreliable



Keywords:
  • argumentative essay, critical thinking essay


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