Criteria for
Evaluation
Opening (Hook
and introduction
of both
arguments)
Summary
Statement
Thesis Statement
Body Paragraphs
Addresses a
counterargument
and provides a
refutation.
Evidence
Commentary
Closing Paragraph
Word Choice
Conventions
Score Point 5
Writing: Argumentative Essay
Grade 8: Trimester 1
Score Point 4
Score Point 3
Score Point 2
Score Point 1
Basic/bland
opening; complete
but lacks
substance.
Attempts an
opening that is only
partially
developed.
Opening is dull and
uninteresting and is
missing one or more
elements.
Summary
statement is
complete but lacks
sophistication of
detail.
Thesis statement is
complete yet
simple.
Summary
statement is
incomplete or
includes minor
inaccuracies.
There is an attempt
at a thesis
statement, but it is
not clearly or
accurately worded.
Summary statement is
missing, omits essential
elements, or includes
major factual errors.
Each body
paragraph’s topic
sentence is off
topic from the
thesis.
Each body
paragraph lacks
sufficient structure
to determine topic.
Body paragraphs are
summary and not
connected to thesis.
Essay addresses a
counterargument and
refutes the
counterargument.
May be brief.
Essay has a
counterargument
or a refutation, but
may be repetitive.
Essay refutation
contradicts
argument.
Essay is missing
counterargument and/or
refutation.
Evidence (context and
quotes) support
thesis. May require
additional context.
Evidence (context
and quotes) is brief
and lacks sufficient
detail.
Little to no evidence
(context and quotes).
Thoughtful
commentary; shows
original thinking.
Insights demonstrate
careful reading of
text.
Conclusion clearly
and effectively
summarizes the
ultimate goal of the
authors, restates the
thesis, and ends with
a thought provoking
twist to title.
Precise
words/phrases make
the entire essay
clear, interesting,
fresh, and appealing.
Commentary is clear,
but may be brief.
Attempt at
commentary;
mostly summary of
literature rather
than evaluation.
Evidence (context
and quotes) is
sparse and details
from text only
occasionally
support the thesis.
Commentary lists
rather than
develops.
Conclusion
summarizes the
authors’ goal, restates
the thesis, and ends
with a strong twist to
title.
Conclusion partially
summarizes
authors’ goal,
restates the thesis
statement but lacks
a sophisticated
twist.
Conclusion is
missing one
required element,
but contains a
thesis statement.
Conclusion is missing
multiple elements of the
closing paragraph and/or
the thesis statement.
Precise words or
phrases often make
the essay clear and
interesting.
Precise words and
phrases are seldom
used; simple word
choice and
repetition.
Clichés and vague
word choice make
the essay unclear
or unappealing.
Flowery language
sacrifices clarity of essay
and reflects use of a
Thesaurus without a
dictionary.
Writing reflects
diverse command of
grammar,
conventions, and
style.
Spelling, punctuation,
capitalization, and
sentence structure are
used appropriately for
this grade level.
Conventions are
used appropriately
with a few
problems that do
not distract the
reader.
Inconsistent use of
spelling,
punctuation,
capitalization, and
sentence structure
distract the reader.
Inconsistent use of
spelling, punctuation,
capitalization, and
sentence structure
distract and confuse the
reader.
Vibrant opening
grabs the reader’s
attention and
effectively argues
both sides of the
argument.
Summary statement
clearly identifies
title, author, main
character, setting
and conflict.
Thesis statement
clearly sophisticated
with 2 arguable
reasons: contains
counter argument
Each body paragraph
thoroughly connects
to the counter
argument, thesis,
and arguable
reasons.
Essay effectively
addresses a
counterargument
and effectively
refutes the
counterargument.
Evidence (context
and quotes)
effectively support
the thesis.
Opening is relevant
but somewhat
predictable, lacks
sophistication of
thought or
connectedness.
Summary statement
identifies title, author,
main character,
setting and conflict.
Thesis statement
clearly sophisticated
with 2 arguable
reasons but no
contains counter
argument
Each body paragraph
thoroughly connects
to the thesis and
arguable reasons.
Thesis statement is
missing or not related to
the task.
Little to no evaluative
commentary. Relies on
personal reactions
loosely tied to the text.