Student Work Rubric - Argumentation Task - Grades 9-12

Scoring
Elements

Controlling
Idea

Selection &
Citation of
Evidence

Emerging
1

1.5

Approaches Expectations
2

Meets Expectations
3

Makes a general claim

with an unclear focus.

Establishes a clear claim

that addresses the
prompt, with an uneven
focus.

Establishes and maintains a

clear, specific, and credible
claim that addresses all
aspects of the prompt.

Includes minimal details

from sources.

Includes details,
examples, and/or
quotations from sources
that are relevant to the
claim.

Includes details, examples,

and/or quotations from
sources that support the
claim and supporting ideas.

Sources are used without

citation.

Inconsistently cites
sources.
Explains ideas and source
material to support the
argument, with some
incomplete reasoning or
explanations.

Developme
nt /
Explanatio
n of
Sources

Explanation of ideas and

source material is
irrelevant, incomplete, or
inaccurate.

Organizati
on

Lacks an evident
structure. Makes unclear
connections among
claims, reasons, and/or
evidence.

Groups ideas and uses

transitions to develop the
argument, with some
lapses in coherence or
organization.

Major errors in standard

English conventions
interfere with the clarity
of the writing.

Errors in standard English

conventions sometimes
interfere with the clarity
of the writing.

Language or tone is
inappropriate.

Uses language and tone

that are sometimes
inappropriate for the

Convention
s

2.5

Consistently cites sources

with minor formatting
errors.

3.5

Advanced
4
Establishes and maintains a
precise, substantive claim
that addresses all aspects of
the prompt. Acknowledges
limitations and/or the
complexity of the issue or
topic.
Includes well-chosen
details, examples, and/or
quotations from sources that
fully support the claim and
supporting ideas.

Consistently applies
standard English conventions;
minor errors, while
noticeable, do not interfere
with the clarity of the writing.

Consistently cites sources

using appropriate format.
Thoroughly and accurately
explains ideas and source
material, using logical
reasoning to support and
develop the argument.
Groups and sequences ideas
in a logical progression in
which ideas build to
create a unified whole.
Uses varied transitions to
clarify the precise
relationships among claim(s),
reasons, and evidence.
Consistently applies standard
English conventions, with
few errors. Demonstrates
varied syntax and precise
word choice.

Uses language and tone

appropriate to the

Consistently uses language

and tone appropriate to the

Accurately explains ideas

and source material and how
they support the argument.

Groups and sequences

ideas to develop a cohesive
argument. Uses transitions
to clarify the relationships
among claim(s), reasons,
and evidence.

Literacy Design Collaborative, March 2016

audience and purpose.

audience and purpose.

Does not address

additional task demands.

Addresses additional task

demands superficially.

Addresses additional task

demands adequately to
support the argument.

Disciplinar
y Content
Understan
ding

Add criteria here

Add criteria here

Add criteria here

DEFINE
PROBLEMS

Defines a problem or design

statement that partially
matches the intent of the
problem or the constraints.

Defines a problem or design

statement that matches the
intent of the problem and
identifies the constraints.

Defines a problem and explains

specific design elements necessary
for a suitable design (e.g., fit to the
problem, addresses the constraints,
etc.).

PLAN THE
DESIGN

Proposes a design plan and

description that misses one or
more important aspects of
the criteria, constraints, OR
intent of the problem.

Proposes a design plan and

provides a general description
that addresses the criteria,
constraints, or intent of the
problem.

Proposes a design plan with detailed

explanation that completely
addresses the criteria, constraints,
and intent of the problem.

DESIGN
SOLUTIONS

Uses inaccurate or irrelevant

evidence (data or scientific
knowledge) to explain how
the design addresses the
problem/constraints OR
identifies an impractical
redesign without explanation
or supporting evidence.

Uses minimal relevant evidence

(data or scientific knowledge) to
explain how the design
addresses the
problem/constraints OR
identifies a potential redesign
with limited explanation and
supporting evidence.

Uses relevant and adequate

amounts of evidence (data or
scientific knowledge) to explain how
the design addresses the
problem/constraints AND uses the
evidence to explain an appropriate
redesign of the original model or
prototype.

Additional
Task
Demands
(When
applicable)

audience and purpose.

Addresses additional task
demands effectively to
strengthen the clarity
and development of the
argument.

Add criteria here

Defines a problem precisely and

thoroughly explains why specific
design elements are necessary for
a suitable design (e.g., fit to the
problem, addresses the
constraints, etc.).
Proposes a design plan and
evaluates the suitability of the
design to address the criteria,
constraints, AND intent of the
problem.
Uses detailed and multiple sources
of evidence (data or scientific
knowledge) to evaluate how well
the design addresses the problem
as well as constraints AND
provides a detailed rationale with
supporting data for the appropriate
redesign of the original model or
prototype.

Literacy Design Collaborative, March 2016