Student Work Rubric - Argumentation Task - Grades 9-12

Scoring
Elements

Controlling
Idea

Selection &
Citation of
Evidence

Emerging
1

Approaches Expectations
1.
5

Makes a general claim

with an unclear focus.

Establishes a clear claim

that addresses the
prompt, with an uneven
focus.

Includes minimal details

from sources.

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

Sources are used without

citation.

Meets Expectations
2.5

3.5

Establishes and maintains a

clear, specific, and
credible claim that
addresses all aspects of the
prompt.
Includes details, examples,
and/or quotations from
sources that support the
claim and supporting
ideas.

Inconsistently cites
sources.

Consistently cites sources

with minor formatting
errors.

Developme
nt /
Explanatio
n of
Sources

Explanation of ideas and

source material is
irrelevant, incomplete, or
inaccurate.

Explains ideas and source

material to support the
argument, with some
incomplete reasoning or
explanations.

Accurately explains ideas

and source material and how
they support the argument.

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.

Groups and sequences

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

Convention
s

Major errors in standard

English conventions

Errors in standard English

conventions sometimes

Consistently applies
standard English conventions;

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 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

Literacy Design Collaborative, March 2016

interfere with the clarity

of the writing.

interfere with the clarity of

the writing.

minor errors, while

noticeable, do not interfere
with the clarity of the writing.

Language or tone is
inappropriate.

Uses language and tone that

are sometimes
inappropriate for the
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

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Add criteria here

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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)

Uses language and tone

appropriate to the
audience and purpose.

conventions, with few

errors. Demonstrates
varied syntax and precise
word choice.
Consistently uses
language and tone
appropriate to the 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

 Literacy Design Collaborative, March 2016