Brooklyn Collaborative Learning Progressions
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Brooklyn Collaborative Learning Progression: Argument Writing
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Performance IndicatorCommon Core Learning StandardLearning Target (General Topic)45678910111213
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Viewpoint: Thesis/ClaimW- 1A ThesisIncludes a topic for writing.Includes a clear topic for writing.Includes a claim that shows a basic interpretation of a text or topic.Includes a claim that shows arguable interpretation of the text or topic.Includes a precise claim that shows an arguable interpretation of the text or topic.Includes a precise claim that shows formal style and an arguable interpretation of the text or topic.Includes a precise claim that shows a complex formal style and a sophisticated argument related to the student's interpretation of the text.Includes a compelling claim that shows a complex formal style and a sophisticated argument related to the student's interpretation of the text.Has sharply defined,
compelling claim
that shows complex formal style and sophisticated argument related to students interpretation of text.
Has sharply defined,
compelling claim that shows complex formal style and sophisticated argument related to students interpretation of text.
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IntroductionIntroduction presents topic.Introduction presents clear topic.Introduction presents thesis.Introduction presents thesis in an engaging manner.Introduction presents thesis in an engaging manner and establishes the relationship between the claim and evidence.Introduction presents thesis in an engaging manner while establishing the relationship between the counterclaims, reasons, and evidence.
Introduction presents thesis in an engaging manner while establishing the clear relationship between the counterclaims, reasons, and evidence.
Introduction presents thesis while establishing the significance of the claim, and logically sequencing the relationship between the counterclaims, reasons and evidence.Introduction presents thesis in a highly engaging, compelling manner. Coherent, complex, sophisticated argument supports organizing idea/thesis.Introduction presents thesis in a highly engaging, compelling manner. Coherent, complex, sophisticated arguments support thesis.
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Evidence and SourcesW - 1B, W - 2B, W - 10.9, W - 10.8Argument and EvidenceIncludes examples and information to support reasons (from a text, his/her knowledge, or his/her life). Includes evidence such as facts, examples, quotations, micro-stories, and information to support claim.Used trusted sources and information from experts and gives the sources credit. Provides quotes and paraphrase examples from the text. Some evidence may be repetitive or irrelevant.Consistently incorporates and cites trustworthy sources. Evidence of previous descriptor AND students' evidence is mostly quotes rather than summary. Most evidence is relevant and directly related to the thesis.Consistently incorporates trustworthy and significant sources and cites them. Provides evidence that is all quotes rather than summary. All evidence is directly related to the thesis.Evidence for supporting arguments is accurate and verifiable, mostly specific and relevant, and generally persuasive. Use of quotations and paraphrasing is mostly evident.Supporting arguments include relevant, accurate and verifiable evidence drawn from both primary and secondary sources. Uses quotations and paraphrasing appropriately to sustain an argument.Supporting arguments include relevant, accurate, verifiable, and mostly persuasive evidence, drawn from both primary and secondary sources. Writer uses quotations and paraphrasing appropriately to sustain an argument.Supporting arguments include specific, relevant, accurate, verifiable, and highly persuasive evidence, drawn from both primary and secondary sources. Uses quotations and paraphrasing appropriately to sustain an argument.Supporting arguments include specific, relevant, accurate, verifiable, and highly persuasive evidence, drawn from both primary and secondary sources. Uses quotations and paraphrasing appropriately to sustain an argument. When appropriate, acknowledges limitations or critiques of sources—perhaps evaluating sources’ reasoning or suspect motivations.
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Analysis and PersuasionW-1B, W-2C, W-2FExplanation and analysis of evidenceArgument is supported with reasons. (Reasons are considered a logical statement on why the student has the argument; evidence is specific to outside sources)Argument is supported with reasons and evidence.Argument is supported with evidence and evidence is explained.Argument is supported with evidence for claim and counterclaim, all evidence is explained.Argument is supported with evidence for claim and counterclaim and all evidence is explained. Counter-claim is refuted.Argument draws on and explains evidence from alternative points of view. Explains the connection between evidence and argument being made.Argument draws on, explains, and critiques evidence from alternative points of view.
Explains the connection between all evidence and argument being made.
Argument draws on, explains, and critiques evidence from alternative points of view. Clearly, thoughtfully, and thoroughly explains and analyzes the connection between all evidence and argument being made.Coherent, complex, sophisticated
arguments
support thesis.
Examines multiple, [historical]
interpretations, evaluating the context, reasoning, bias or reliability of varied sources
and applies these through analysis to its arguments.
Clearly, thoughtfully, and thoroughly explains and analyzes the connection between all evidence and argument being made.
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Effective OrganizationW-1A, W-1C, W-1E, W-2A, W-2C, W-2FOrganizationSeparates sections of information using paragraphs.Groups information and related ideas into paragraphs. Puts the parts of the writing in the order that most suits the purpose and helps prove the reasons and claim.Organizes arguments into sections. Arranges reasons and evidence purposefully, leading readers from one claim or reason to another.The order of the sections and the internal structure of each section make sense.Organizes arguments into sections. Arranges reasons and evidence purposefully, leading readers from one claim or reason to another. Uses topic sentences, transitions, and formatting (where appropriate) to clarify the structure of the piece and to highlight the main points.Organizes claims, counterclaims, reasons, and evidence into sections and clarifies how sections are connected. Creates an organizational structure that supports a reader’s growing understanding across the whole of the argument, arranging the sections to build on each other in a logical, compelling fashion.Creates a logical and compelling structure for the argument so that each part builds on a prior section,
and the whole moves the reader toward understandings.
Arguments flow in support of an overall structure. Transitions develop ideas and arguments logically. Distinct conclusion supports the general thesis.Each argument clearly flows in support of an overall structure. Consistent, effective transitions develop ideas and arguments logically. Distinct conclusion synthesizes arguments that support the general thesis.Each argument clearly flows in support of an overall structure. Consistent, effective transitions develop ideas and arguments logically. Distinct conclusion synthesizes arguments that support the general thesis.
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Understanding of Implications and contextW-1B, W-2DImplications and ContextConclusion connects to the topic.Conclusion discusses other people, places or eras that are connected to topic.Arguments and ideas reflect the ability to make connections with other historical events or a current situation. Conclusion discusses other people, places or eras that are connected to topic.Arguments and ideas reflect the ability to make connections with other historical events and a current situation. Conclusion discusses other people, places or eras that are connected to topic.Arguments and ideas reflect a basic awareness of the larger historical, political, or cultural context surrounding questions addressed in the paper. Conclusion acknowledges historical implications of thesisArguments and ideas reflect a basic awareness of the larger historical, political, or cultural context surrounding questions addressed in the paper. Conclusion acknowledges broader historical implications of central argument.Arguments and ideas reflect a basic awareness of the larger historical, political, and cultural context surrounding questions addressed in the paper. Conclusion acknowledges broader historical implications of central argument.Arguments, ideas, and voice reflect an awareness of the larger historical, political, and cultural context surrounding questions addressed in the paper. Broader implications of the central arguments are presented and explored.Arguments, ideas, and voice reflect a highly informed awareness of the larger historical, political, and cultural context surrounding discipline-specific questions addressed in the paper. Broader implications of the central arguments are presented and thoroughly explored.Arguments flow in support of an overall structure. Transitions develop ideas and arguments logically. Distinct conclusion supports the general thesis.
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Strong, engaged Student VoiceW-1DVoiceIntends a convincing tone through precise details, facts and evidence to best support points. Intends word choices
to draw readers into a line of of thought by repeating words that make the reader feel emotions.
Intends word choices to have an effect on the reader. Reachs for precise phrases, metaphors, or images that best convey ideas. Makes choices about how to
angle evidence to support the points. Tried to use a scholarly voice and varies sentences to create pace and tone in the different sections of the piece.
Intends words carefully to support the argument and to have an effect on the reader. Works to include concrete details, comparisons, and/or images to convey ideas, build the argument, and keep the reader engaged. When necessary, explains terms to the reader, providing definitions, context clues or parenthetical explanations. Makes the piece sound serious.Intends words purposefully to affect meaning and tone. Chooses precise words and uses metaphors, images, or comparisons to explain what is meant. Includes domain-specific, technical vocabulary relevant to the argument and audience and defines these terms when appropriate. Uses a formal tone, varying the tone when appropriate to engage the reader.Chooses words to affect the reader in particular ways—to make the reader think, realize, or feel a particular way. Consistently uses comparisons, analogies, vivid examples, anecdotes, or other rhetorical devices (see 7th grade) to help the reader follow the thinking and grasp the meaning and significance of a point or a piece of evidence. Varies the tone to match the different purposes of different sections of the argument.Chooses words to make the reader think, realize, or feel a particular way (see 8th grade). Varies the tone to match the purposes of different sections of the argument, as well as to develop an overall impact. (Assume that the students have developed to the point of the 8th grade progression. Much instruction falls in the 7th and 8th grade around this indicator. The 9th grade teacher is to deepen this understanding.)Chooses engaging language to create a consistent writing style (meeting all criteria for the Mastery Passage). Individual voice is clear but formulaic. (Formulaic means the student followed a prescriptive format)Confident writing style; lively, engaging, articulate language. The paper is in a distinct, individual voice that serves to develop and further the argument in sections. (Student now branches out into structuring the paper beyond a prescribed formula that brings a more nuanced clarity)Confident, highly fluid writing style; lively, engaging, articulate language. Paper has distinct, individual voice that serves to develop and further the argument throughout.
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Conventions (for writing task only)W-1C, W-4D, W-2E
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Presentation (for oral component only)S.L. 9-10.4, S.L. 9-0.6
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