RHS Graduation Competencies 23-24


1	W - WRITING ARGUMENTS						2023-2024
2	I can demonstrate the ability to write evidence-based arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
3		In order to meet the criteria in a specific level, the student must continue to meet the criteria of all previous levels.			Career Ready (098)	College Ready (099)	College Performing (101)
4	Skill	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4	LEVEL 5	LEVEL 6
5	W.1 I can write an effective central claim, introduction, and conclusion	I can write a central claim that clearly introduces my opinion. I can provide some context or background information about the topic. I can write a concluding statement related to my central claim.	I can introduce an arguable central claim. I can write a hook to engage my reader, such as an interesting quotation or question. I can provide some context or background information about the topic. I can write a conclusion that summarizes my central claim and my supporting claims.	I can introduce an arguable central claim. I can write an engaging hook and reflect importance of the topic as a summation statement, such as an interesting fact or statistic. I can provide necessary context or background information about the topic. I can conclude my essay with a reflection on the significance of the topic.	I can write and integrate an engaging hook, such as an anecdote or real-life connection. I can provide necessary context or background information to help my reader understand the topic. I can coherently conclude my essay with a reflection on the significance of the topic and suggest an action or response.	I can coherently introduce and conclude an arguable central claim. I can write a compelling hook that transitions to setting the stage for my background information and central claim so that my introduction flows cohesively and smoothly. I can provide necessary context or background information that will help my reader understand the topic. I can write a compelling conclusion that synthesizes my overall argument and flows cohesively and smoothly.	I can write a compelling hook that transitions to setting the stage for my central claim so that my introduction flows cohesively and smoothly, matching the style of my writing. I can distinguish my claim from counterclaims, if applicable. I can integrate critical contextual and/or background information that helps convey the significance of my central claim to my audience. I can write a compelling and sophisticated conclusion that synthesizes my overall argument and flows cohesively and smoothly. I can raise additional questions and/or challenges related to the topic, and discuss broader implications of the issue.
6		Within a paragraph	One - three paragraphs	One - three paragraphs	Multi Paragraph Essay	Multi Paragraph Essay	Multi Paragraph Essay
7	W.2 I can develop my central claim with supporting claims, evidence, and counterclaim(s)	I can develop my supporting claim(s) with facts and details from sources and/or from personal experience.	I can develop my supporting claim(s) with relevant evidence from credible sources and/or from personal experience. The evidence I use shows my understanding of the topic. I can introduce the evidence.	I can develop my supporting claim(s) with relevant evidence from credible sources. When appropriate, I can use personal experience to support my claim(s). The evidence I use shows my understanding of the text and the topic. I can introduce the evidence with source information (author's name or title of text)	I can provide several logical supporting claims that directly support my central claim. I can support each supporting claim by citing two or more relevant and convincing pieces of evidence from credible sources. The evidence I use shows my understanding of the text or topic. I can effectively introduce the evidence with contextual information (topic/subject matter of the source, author's background, etc.) I can address one or more counterclaims, if applicable.	I can develop several logical supporting claim that directly support my central claim. I can cite multiple pieces of relevant and convincing evidence from credible sources, targeting the key parts of evidence important to the supporting claim. I can embed the evidence into my writing. I can demonstrate the relationship between my central claim and a counterclaim, if applicable. I can use evidence to refute or disprove the counterclaim, if applicable.	I can cite multiple pieces of relevant and convincing evidence from credible sources specifically targeting each supporting claim. I can seamlessly embed the evidence into my writing. I can appropriately adjust my argument to the knowledge level, concerns, values, and/or possible biases of my audience. If applicable, I can fairly and thoroughly develop and refute counterclaims, using evidence and logic to critique the strengths and limitations of the counterargument (e.g., reasons, sources, and/or supporting evidence).
8	W.3 I can develop my reasoning	I can restate the evidence without any additional reasoning or insight.	I can restate the evidence and provide a connection to my supporting claim(s). I can begin to explain the evidence with a connection to the supporting claim(s), but explanation may be incomplete or insufficient.	I can explain the evidence with a connection to the supporting claim(s). My reasoning is clear and sufficient.	I can accurately explain how the selected evidence supports my supporting claims with clarity and depth.	I can insightfully and clearly analyze how my evidence supports my supporting claims. I can identify some weakness(es) or gaps in the evidence (such as potential counterclaim evidence).	I can provide an insightful and clear analysis that thoroughly and accurately explains how the evidence supports supporting claims or statements. When applicable, I can analyze some weakness(es) or gaps in the evidence.
9	W.4 I can effectively organize and connect my ideas	I can organize my body paragraph(s) in a logical order (supporting claim, evidence, reasoning). I can use basic transitions to make connections between ideas (e.g. one reason, in the first place, next, finally).	I can maintain a focus on the essay topic in my paragraph(s). I can use basic transitions correctly to make connections between ideas.	I can maintain a single, distinct focus in my paragraph(s) I can consistently use words, phrases and clauses to show the relationship between ideas (e.g. but, because, therefore, for this reason, also, however, furthermore, in comparison, since, for the same reason, in other words, in fact, for instance, given that).	I can organize my supporting claims in a logical order. I can maintain a single, distinct focus in my body paragraphs, avoiding repeating topics from other paragraphs. I can consistently use more sophisticated transitions and/or transitional phrases to show the relationship between ideas/paragraphs (e.g. for instance, subsequently, nonetheless, according to, consequently, in addition, with this in mind, as a result, it is important to note). I can demonstrate the relationship between my central claim and a counterclaim, if applicable.	I can write a cohesive argument that follows a logical progression. I can consistently use more sophisticated transitional phrases to help create a logical flow between my paragraphs, and give the reader a sense of coherence. I can consistently use transitional phrases to show how new evidence relates back to previous evidence (e.g. as stated earlier, in contrast to, similarly to, previously, equally important).	I can write a cohesive argument that follows a logical progression. I can consistently use varied, sophisticated transitions to create a logical, natural flow between my paragraphs and give the reader a sense of coherence.
10	W.5 I can use a formal style, objective tone, and advanced vocabulary	I can write clearly without confusing errors in spelling, grammar, and punctuation. I can avoid using slang, conversational, and/or informal language in my writing.	I can write clearly without distracting errors in spelling, grammar, and punctuation. I can avoid "you" statements and/or informal language in my writing.	I can use complete sentences and avoid most spelling, grammar, and punctuation errors. I can use formal language and avoid using "you" statements, slang, and contractions. I can keep my pronouns in the third person and not switch to first or second person, unless it serves a specific purpose of my writing, such as sharing a personal story.	I can use complete sentences and avoid most spelling, grammar, and punctuation errors. I can use formal language and avoid using slang and contractions. I can keep my pronouns in the third person and not switch to first or second person, unless it serves a specific and important purpose in my writing, such as stating my central claim. I can use different sentence structures to emphasize key points.	I can use formal language and avoid contractions, slang, and switches in person, unless it serves a specific and compelling purpose in my writing. I can use advanced words that are specific to my topic (e.g. "fracking" and "oil rigs"). I can use different sentence structures for different purposes. I can write a multi paragraph essay that is free of most errors in grammar, usage, and mechanics.	I can use formal language and avoid contractions, slang, and switches in person, unless it serves a specific and compelling purpose in my writing. I can consistently use an advanced vocabulary for my topic. I can use sentence structure, verb tense, and punctuation purposefully. I intentionally choose language to make the reader think and/or feel a certain way. I can write a multi paragraph essay that is free of most or all errors in grammar, usage, and mechanics.
11