Argumentative Essay Rubric (1 pt.) Name: # Directions: please check off each goal below (there are 4 in each row). Highlight any goal that you still have not accomplished or only partially accomplished. - Number of points earned Grammar stations 4 List the grammar lesson you completed: 1. Appositive 2. Compound sentences (3) 3. 4. 3 2 1 0 /56 # Labeled in essay? Yes Labeled in essay? Yes Labeled in essay? Yes Labeled in essay? Yes No No No No (rubric) Missing 3 Missing all 4 Missing 1 Missing 2. Missing 1 Missing 2 Introduction -Creative, original attention-getting hook that is clearly explained & connected to thesis -Contains a thesis which clearly shows the writer is for or against the topic which is clearly defined -Included all the claims without introducing your evidence. - Introduction flows well & makes sense Missing 1. Missing 2. Body paragraphs -The body paragraphs show that the changes suggested by the teacher/ revisers were incorporated. -Paragraphs follow a logical order (strongest to weakest or visa versa). -Order is the same as stated in the introduction/conclusion. -Counterargument(s) is either first or last in the body paragraph order. Missing 1. Missing 2. Missing 1. Missing 2. Missing 3. Missing all 4 Missing 1. Missing 2. Missing 3. Missing all 4 Missing 1. Missing 2. Missing 3. Missing all 4 Missing 1 Missing 2 Missing 3 Missing all 4 /112 - Used formal writing by not including words that would be offensive (stupid) or too simplistic (bad, nice). Style - formal Claim 1Paragraph #_____ - No use of abbreviations unless related to the subject we are reading about (such as domain specific abbreviations which are defined first: Emergency Medical Service (EMS). - No 1st person pronouns such as “I think”, I, me, we, us - No 2nd person pronouns such as “you should” you, your, unless in a question or call to action. -Claim is well developed with cited evidence including both a paraphrase and quote. -Claim is supported by specific evidence including quotes, statistics, & specific anecdotes which is either quoted exactly OR clearly put in the writer’s own words. -Evidence is analyzed clearly with a connection to claim, evidence, and life experience. + Missing 3 Missing all 4 Missing 3. Missing all 4 Missing 3. Missing all 4 -Claim is well developed with cited evidence including both a paraphrase and quote. -Claim is supported by specific evidence including quotes, statistics, & specific anecdotes which is either quoted exactly OR clearly put in the writer’s own words. -Evidence is analyzed clearly with a connection to claim, evidence, and life experience. - Clearly followed the lessons during prewriting to make evidence & analysis understandable & cohesive Claim- 3 Paragraph #___ -Claim is well developed with cited evidence including both a paraphrase and quote. -Claim is supported by specific evidence including quotes, statistics, & specific anecdotes which is either quoted exactly OR clearly put in the writer’s own words. -Evidence is analyzed clearly with a connection to claim, evidence, and life experience. - Clearly followed the lessons during prewriting to make evidence & analysis understandable & cohesive Counterargument Paragraph #______ Conclusion s ion Transitions Organization Word revisions - Opposing claim is stated and refuted with a counterclaim. -Counterargument is well developed with cited evidence including both a paraphrase and quote. - Counterargument is supported by specific evidence including quotes, statistics, & specific anecdotes which is either quoted exactly OR clearly put in the writer’s own words. -Evidence is analyzed clearly with a connection to claim, evidence, and life experience. -Mentioned the keywords of the hook and connected it to the thesis. -Restated the three claims in mostly separate sentences. -Used those sentences to summarize the essay without retelling the entire body paragraph or restating any evidence. -Ended in a creative manner by giving one final explanation of why this issue is critical to society. Missing 1. Missing 2. Missing 3. Missing all 4 Missing 1. Missing 2. Missing 3. Missing all 4 -Summative, creative title & summative, creative heading for each body paragraph. - Clear topic sentence includes the claim and attempts to connect it to the main thesis or previous claim. - Student placed evidence that had clear connections next to one another or placed them in time order. -Concluding sentences shows additional analysis based on all evidence presented in the paragraph. Missing 1 Missing 2 Missing 3 Missing all 4 - When pronouns are used, the reader can easily figure out who is being talked about. - If words like “people” or other common words are used, the reader can easily figure who or what is being referring - All words that are revised make sense, and it is obvious that the writer looked up new words to make sure the words have to correct denotation and connotation. (2 points) Missing 1. Missing 2. Missing 3. Missing all 4 -A variety of citation transitions are used for each piece of evidence introduced (at least 6 different) -A variety of analysis transitions are used for each piece of analysis (at least 6 different) -A variety of summary or concluding transitions are used in the concluding sentences & conclusion (4) -A variety of intro transitions are used to introduce your first piece of evidence (3) and addition transitions are used to add your second piece of evidence (3) /12 (back) /5 name/#/ papers included = - Clearly followed the lessons during prewriting to make evidence & analysis understandable & cohesive Claim 2Paragraph #____ *2 /129 Punctuation & Grammar Overall essay/voi ce -All spelling (including homophones) is correct; silly mistakes such as missing words or use of the wrong words are eliminated. - End punctuation is correct, apostrophes, and use of commas are correct - Basic capitalization (esp. titles of people, places, titles and headings) is correct. - IF article titles or website titles are use, they are correctly punctuated - No run-ons, fragments, or stringy sentences. Twofour errors. Five – seven errors. Seven – nine errors. - Argument clearly shows the writer was committed to the topic. - Writer took risks to push him/herself to improve. - Writer completed all the lessons in class, especially related to the prewriting and revisions - Writer made up the lessons if absent Missing 1. Missing 2. Missing 3. More than 10 errors. Missing all 4 Reflection: Write complete, well detailed, and grammatically correct sentences for these questions using key words from the question. You only need to do 2 of the 3 questions below! So, you must have two questions that equal 8 points. Please include 1 compound sentence in each answer. Answer the questions at the bottom when you are finished. 1. Think about all the steps that we took in order to write this argumentative essay. Which part of the rubric was informative or new for you and will benefit you the most in future writings? How do you think that you would actually use this knowledge in the in the future (beyond high school/college)? Please do not talk about grammar unless approved by me. /4 pt. 2. Which row do you need to improve OR did improve upon the most from the front? Why? How could you do this next time/how did you accomplish this? (Please do not mention the same row or skill that you have mentioned in previous question or the grammar row.) /4 pt. 3. Pick two of the questions to answer (please do NOT repeat anything from the previous questions!): - Before we write our final timed writing for this unit, what do you feel you need to work on the most? Why? - Which part of this argumentative essay or the research process did you struggle with the most? Why? - Which part of this rubric or requirements in this unit were the easiest and think you could teach? Why? DID YOU INCLUDE TWO COMPOUND SENTENCES? Did you make sure you had a complete sentence on both sides? Did you highlight the comma? Yes No Did you highlight the conjunction (FAN BOYS)? Yes Yes Yes /4 pt. No No /4 compound sentences No
