Handout #1
Argumentation Writing Rubric: Common Core State Standards (Grades 6)
English Language Arts and Literacy for History, Social Studies, Science & Technical Subjects
2
3
4
Does not provide an
introductory statement
naming the topic.
Effectively does ONE
of the following: Writes
an introductory
statement; may make
an immature claim.
Effectively does BOTH of
the following: Writes an
introductory statement;
makes a claim.
Effectively does the
following: States
importance of issue; makes
a sophisticated claim.
No or few relevant facts,
statistics, reasons, or
evidence; offers no
explanations.
Good start toward
developing support; cites
some substantial
evidence; provides
adequate explanations.
Develops claim with
support thoroughly and
cites evidence: facts,
statistics, reasons, and
examples; provides
meaningful explanations.
Follows a logical
organizational pattern
and transitions are
apparent paragraph to
paragraph; writing needs
more internal transitions.
Tier II and III vocabulary
are evident, but there are
several instances where
Tier II vocabulary should
be used instead of Tier I.
Good attempt at formal
writing style with
objective tone; includes
few errors in spelling,
grammar, punctuation,
and capitalization.
Establishes clear and
effective organization
through paragraphing,
complex sentences,
internal transitions and
other sophisticated means
of connecting ideas.
Sufficient, appropriate use
of Tier II and III language
used throughout.
Good start towards
strong conclusion that
explains how the
evidence supports the
claim; adequately
attempts to explain why
the information in the
writing matters.
Strong conclusion that
explains how the evidence
supports the claim;
effectively explains why the
information in the writing
matters.
1
Writing an
Introduction/Claim
Organization
All or mostly simple
sentences with few or very
few transition words and
conjunctions used; no
paragraphing.
Mentions, but does not
develop the claim with
sufficient evidence;
cites some relevant
facts; provides limited
explanations.
Follows a logical
pattern of organization
with few organizational
structures and
transitional words.
Using Tier II and
Tier III Vocabulary/
Word Choice
No tier II or III vocabulary
used.
Some Tier II and III
vocabulary use.
Developing an
Argument with
Support and
Evidence
Writing with Formal Overall tone is too informal,
including many instances of
Tone and
“texting” abbreviations,
Conventions
slang, and errors in
spelling, grammar,
punctuation, capitalization.
Writing a
Conclusion
No conclusion or restates
claim only.
Attempt at formal
writing style and
includes some errors
in spelling, grammar,
punctuation, and
capitalization.
Conclusion that just
restates the claim and
attempts to explain
why the information in
the writing matters.
Formal objective writing
tone used with a mature
awareness of audience
maintained throughout; few
or no glaring errors in
spelling, grammar,
punctuation, capitalization.
Handout #1
Argumentation Writing Rubric: Common Core State Standards (Grades 7-12)
English Language Arts and Literacy for History, Social Studies, Science & Technical Subjects
1
Writing an
Introduction/Claim
2
3
4
Does not provide an
introductory statement
naming the topic.
Effectively does ONE
of the following: Writes
an introductory
statement; may make
an immature claim.
Effectively does BOTH of
the following: Writes an
introductory statement;
makes a claim.
Effectively does the
following: States
importance of issue; makes
a sophisticated claim.
No or few relevant facts,
statistics, reasons, or
evidence; offers no
explanations.
Good start toward
developing support; cites
some substantial
evidence; provides
adequate explanations;
marginally attends to
opposing claim(s).
Develops claim with
support thoroughly and
cites evidence: facts,
statistics, reasons, and
examples; provides
meaningful explanations;
successfully attends to
opposing claims.
Follows a logical
organizational pattern
and transitions are
apparent paragraph to
paragraph; writing needs
more internal transitions.
Tier II and III vocabulary
are evident, but there are
several instances where
Tier II vocabulary should
be used instead of Tier I.
Good attempt at formal
writing style with
objective tone; includes
few errors in spelling,
grammar, punctuation,
and capitalization.
Establishes clear and
effective organization
through paragraphing,
complex sentences,
internal transitions and
other sophisticated means
of connecting ideas.
Sufficient, appropriate use
of Tier II and III language
used throughout.
Good start towards
strong conclusion that
explains how the
evidence supports the
claim; adequately
attempts to explain why
the information in the
writing matters.
Strong conclusion that
explains how the evidence
supports the claim;
effectively explains why the
information in the writing
matters.
Organization
All or mostly simple
sentences with few or very
few transition words and
conjunctions used; no
paragraphing.
Mentions, but does not
develop the claim with
sufficient evidence;
cites some relevant
facts; provides limited
explanations; does not
attend to opposing
claim(s).
Follows a logical
pattern of organization
with few organizational
structures and
transitional words.
Using Tier II and
Tier III Vocabulary/
Word Choice
No tier II or III vocabulary
used.
Some Tier II and III
vocabulary use.
Developing an
Argument with
Support and
Evidence
Writing with Formal Overall tone is too informal,
including many instances of
Tone and
“texting” abbreviations,
Conventions
slang, and errors in
spelling, grammar,
punctuation, capitalization.
Writing a
Conclusion
No conclusion or restates
claim only.
Attempt at formal
writing style and
includes some errors
in spelling, grammar,
punctuation, and
capitalization.
Conclusion that just
restates the claim and
attempts to explain
why the information in
the writing matters.
Formal objective writing
tone used with a mature
awareness of audience
maintained throughout; few
or no glaring errors in
spelling, grammar,
punctuation, capitalization.