Inquiry Unit- Argumentative Writing Rubric (Grade 8)
NOTE: Only criteria for Claim, Evidence, and Organization will be collected within Illuminate at the end of the Unit. All other criteria within the rubric is for students at the teacher’s discretion.
Inquiry Unit | Subject |
Argumentative Writing Tasks |
Highly Proficient- 4 | Proficient-3 | Partially Proficient-2 | Minimally Proficient- 1 | |
CLAIM Construct and present arguments based on claims and counterclaims while pointing out the strengths and limitations of the arguments. 8.SP3.6 | The thesis statement outlines the writer’s position on the compelling question and organizes all of the central points of the argument. Counterclaim is clearly presented to strengthen the central claim. Claims and counterclaims are supported with with logical reasoning and relevant, accurate data and evidence that demonstrates and understanding of the topic | The thesis statement outlines the writer’s position on the compelling question and organizes some of the central points of the argument. Counterclaim is evident. Some claims and counterclaims are supported with with logical reasoning and relevant, accurate data and evidence that demonstrates and understanding of the topic | The thesis statement organizes some of the central points of the argument but it does not outline the writer’s position on the compelling question. Few if any claims are supported with with logical reasoning and relevant, accurate data and evidence that demonstrates and understanding of the topic | The thesis statement neither organizes the central points nor does it outline the writer’s position on the compelling question. Claim is neither established NOR supported. |
EVIDENCE Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the source to guide the selection to support claims and counterclaims. 8.SP3.5 | All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Includes 4 or more pieces of evidence (historical facts, statistics, examples) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 piece of evidence for the counter-argument. All sources used for quotes, statistics and facts are credible and cited correctly to avoid plagiarism | Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Includes at least 3 pieces of evidence (historical facts, statistics, examples) that support the position statement. All sources used for quotes, statistics and facts are credible and most are cited correctly to avoid plagiarism. | At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Includes 2 pieces of evidence (historical facts, statistics, examples) that support the position statement. Most sources used for quotes, statistics and facts are credible and cited correctly to avoid plagiarism. | Evidence and examples are NOT relevant AND/OR are not explained. Includes 1 or fewer pieces of evidence (historical facts, statistics, examples). Many sources are suspect (not credible) AND/OR are plagiarised. |
Proficient-2 | Minimally Proficient- 1 | |||
ORGANIZATION Organize applicable evidence into a coherent argument about the multiple causes and effects of events and issues. 8.SP4.3 | The multi-paragraph essay is well written and includes: -An introduction with a clear position on the compelling question. -Coherent body paragraphs with topic sentences and logically organized and appropriate facts, details and relevant commentary -A variety of transitions used correctly to link paragraphs -A logical conclusion that provides closure of the essay (Is evident at various points of the writing task) | The essay’s structure is missing : - a clear position on the compelling question. -Incomplete or missing body paragraphs -ideas that do not support the thesis, -No or limited use of transitions to provide links between ideas and/or paragraphs -A limited or missing conclusion that does not complete the ideas presented in the essay (Is not apparent in the writing task) |