Name: _______________________________ Date: ____________ Class: _____
ARGUMENT SCORING RUBRIC
1-2
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TASK
THESIS
IDEA
DEVELOPMENT
& SUPPORT
3-4
5
little success in developing an argument
may substitute a simpler task by
responding to the prompt or the
writer’s argument tangentially with
unrelated, inaccurate, or inappropriate
explanations
1: especially simplistic argument or
understanding of the prompt

inadequate focus on developing
an argument;

inadequate response to the
prompt; may misunderstand,
misrepresent, or oversimplify the
prompt or the writer’s argument
3: less persuasive in evaluating and
developing a position
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little success in developing a claim;
demonstrates only a superficial
understanding of the argument; little
success in developing directions; little
success in developing a universal idea;
few thesis components are present and
do not justify the argument if one is
attempted; perhaps missing thesis

little success in controlling syntax and
diction
1: especially simplistic argument; weak
control of syntax and diction

inadequate claim; obvious
observations with little abstract
analysis; inadequate directions;
inadequate, vague, or confusing
universal idea; some thesis
components are present but
inadequately justify the
argument

inadequate control of syntax and
diction; perhaps some simplistic,
imprecise, vague, awkward
choices
3: less perceptive argument; less
maturity in syntax and diction
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little success in developing a position

inadequately attempts to
develop a general position; may
misrepresent or merely touch on
the assertion or claim

develops a position; may be
general or lapse in focus or
persuasiveness
concession and refutation, if present,
demonstrate little success in
understanding opponents’ and
proponents’ perspectives; little success
in understanding the argument
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inadequate, inappropriate, or
insufficient evidence and
explanations
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concession and refutation, if
present, demonstrate an
inadequate understanding of
opponents’ and proponents’
perspectives; concrete, simplistic
understanding generates a onesided argument
some adequate, appropriate,
or sufficient evidence and
explanations; evidence and
explanations may be limited,
inconsistent, or unevenly
developed; may not blend
evidence with commentary

concession and refutation
demonstrate some
understanding of opponents’
and proponents’
perspectives; some
understanding of other sides
to the argument

some sufficient use of
persuasive appeals and
strategies; perhaps
overreliance on a particular
appeal or strategy
unrelated or inappropriate examples;
lack of development; may merely
summarize information

little success is using persuasive
appeals and strategies
1: especially simplistic, undeveloped
argument, evidence and/or explanations
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inadequate use of persuasive
appeals and strategies; perhaps
overreliance on a particular
appeal or strategy
3: less persuasive in evaluating an
argument and developing a position
1
focus on developing a
general argument; lapses in
focus
evaluates the prompt or the
validity of the writer’s
argument for the purpose of
responding to that argument;
inconsistent or uneven
evaluation
emerging claim; some
adequate directions; broad
universal idea; most thesis
components are present and
somewhat justify the
argument
some control of syntax and
diction; perhaps some
simplistic, imprecise choices
6-7
8-9

adequate focus on
developing an argument

adequately evaluates the
prompt or the validity of the
writer’s argument for the
purpose of responding to
that argument
7: more complete or purposeful
focus and evaluation of the
prompt or the writer’s argument

adequate, generally sound
claim that goes beyond
literal observations;
adequate directions and
universal idea; all thesis
components are present
and adequately justify the
argument

adequate control of syntax
and diction
7: more thorough, complex
argument; more complex syntax
and diction
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adequately develops a
generally sound position
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adequate, appropriate, or
sufficient evidence and
explanations; evidence and
explanations are less
developed or cogent than 89 essays; blends evidence
with commentary

concession and refutation
demonstrate an adequate
understanding of
opponents’ and proponents’
perspectives; adequate
understanding of all sides of
the argument

sufficient and mostly
balanced use of persuasive
appeals and strategies
7: more complete or purposeful
argumentation; stronger evidence
creates a more persuasive
argument
effective, perceptive focus on
developing an argument

effectively evaluates the
prompt or the validity of the
writer’s argument for the
purpose of responding to that
argument
9: especially full, apt, insightful
focus and evaluation of the prompt
or the writer’s argument

effective claim; convincing
directions; compelling
universal idea; thesis
components enhance the
argument

syntax and diction enhance
the thesis
9: especially persuasive and
insightful argument; mature,
sophisticated syntax and diction
effectively develops a mature,
sophisticated position

appropriate, cogent evidence
and explanations throughout;
effectively blends evidence
with commentary

effective concession and
refutation demonstrate a
complex, sophisticated
understanding of opponents’
and proponents’ perspectives;
sophisticated understanding
of all sides of the argument

skillful, balanced use of
persuasive appeals and
strategies
9: especially full, thorough, or apt
development
Name: _______________________________ Date: ____________ Class: _____
1-2
ORGANIZATION
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3-4
little success in organization; random
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introduction does not succeed in engaging
the reader; may be missing
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5
inadequate organization; major breaks in unity and
coherence; immature control
introduction inadequately engages the reader; may
be inappropriately brief
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logical organization with lapses in unity and
coherence
introduction attempts to engage the reader
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adequate, logical, and coherent
organization

conclusion adequately discusses
the significance of a universal
idea; connections within or
beyond the passage

adequate, logical transitional
elements throughout
7: more complex organization; more
engaging introduction; conclusion may
include more insightful connections to a
universal idea
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
lacks transitional elements
1: less organized; less functional introduction; less
functional conclusion
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SYNTAX
little success in maintaining control; incorrect syntax
throughout; lack of control in grammar and usage
1: weaker control
inadequate, immature control; control of grammar and
usage begins to interfere with communication
3: less consistent control
some control and variety; some control of grammar and
usage with errors that do not interfere with
communication
adequate control and variety; control of
grammar and usage relative to length and
complexity; some lapses
7: more complex
DICTION
incorrect or ineffective diction throughout
1: weaker control
simplistic, imprecise, vague, awkward, or inappropriate
diction throughout
3: less consistent control
acceptable, appropriate diction; noticeable lapses into
simplistic, imprecise diction
acceptable, appropriate diction; some
lapses
7: more complex
CONVENTIONS
lack of control in correctness
1: weaker control
inadequate, immature control of correctness that begins to
interfere with communication
3: less consistent control
some control of correctness; errors do not interfere with
communication
controlled relative to length and
complexity
7: more control
PRESENTATION
VERBAL TECHNIQUE

unsuccessful articulation with mumbling
throughout
little correct pronunciation; numerous
errors in pronunciation detract from the
message
volume is not loud enough to hear the
message
tone demonstrates no energy or interest in
the message; monotonous tone throughout
verbal fillers throughout
no evidence of preparation
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inadequate posture throughout
hand gestures and movement are unnatural
and/or awkward
examples of fidgeting and/or rocking
throughout
eye contact toward the audience is
ineffective throughout; perhaps a complete
heavy reliance on notes
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PRESENTATION
NONVERBAL
TECHNIOQUE
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some simplistic transitional elements
inadequate transitional elements
3: less organized; less functional introduction; less functional
conclusion
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some clear articulation with mumbling evident
some correct pronunciation; numerous errors in
pronunciation begin to detract from the message
volume is loud enough to be heard some of the
time; numerous moments of speaking too
quietly/loudly
tone demonstrates little energy; several moments of
a monotonous tone
several verbal fillers
little evidence of preparation
inadequate posture; evidence of slouching
hand gestures and movement seem unnatural
and/or awkward;
several examples of fidgeting and/or rocking
eye contact toward the audience is inconsistent;
little adequate eye contact; heavy reliance on notes
2
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mostly clear articulation with some moments of
mumbling
mostly correct pronunciation; some errors in
pronunciation do not detract from the message
volume is loud enough to be heard throughout the
room most of the time; some moments of
speaking too quietly/loudly; perhaps some variety
in volume for emphasis
tone demonstrates some energy; moments of a
monotonous tone; some disinterest in the topic
some verbal fillers
some evidence of preparation
Mostly upright, relaxed posture; some slouching
hand gestures and movement are somewhat
natural and are used to emphasize parts of the
message; some awkward or movement that seems
forced
some fidgeting and/or rocking
eye contact toward the audience is somewhat
consistent; some inadequate eye contact by
looking away from the audience during key
moments; some undue reliance on notes
8-9

introduction adequately engages
the reader
conclusion does not succeed in discussing
the significance of the universal idea; no
connections; may merely repeat the
argument or ideas already presented; may
be missing
conclusion inadequately discusses the significance of
the universal idea; few connections within or
beyond the passage; may merely summarize the
argument or ideas already presented; perhaps
inappropriately brief
conclusion attempts to discuss the significance of
the universal idea; may attempt to make
connections within or beyond the passage; may
tend toward summary of the argument or ideas
already presented
6-7
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clear articulation and correct
pronunciation; few errors in
pronunciation
volume is adequately loud to be
heard throughout the room;
perhaps some variety in volume
for emphasis
varied tone demonstrates energy
avoids verbal fillers; few examples
of fillers in the presentation
evidence of preparation
upright, relaxed posture
hand gestures and movement are
natural and are used to
emphasize parts of the message
avoids fidgeting and rocking; few
examples
eye contact toward the audience
is consistent; looks away from the
audience to reference notes only
effective organization enhances
unity, coherence, and
communication
introduction effectively engages
the reader
conclusion effectively discusses the
significance of a universal idea;
insightful connections within and
beyond the passage
varied and subtle transitional
elements throughout enhance
coherence
9: more careful, subtle organization; more
engaging introduction; conclusion may
include more insightful connections to a
universal idea
effective control, variety, and complexity
enhances meaning; grammar and usage
enhances meaning
9: more mature, sophisticated syntax
contributes to an impressive style
accurate, rich, or precise diction enhances
meaning
9: more mature, sophisticated diction
contributes to an impressive style
control of correctness enhances
communication
9: more mature, sophisticated control
contributes to an impressive style

especially crisp articulation and
correct pronunciation

volume is adequately loud to be
heard throughout the room;
deliberate varying of volume for
emphasis

especially varied tone
demonstrates energy and interest
in the speaker’s message

avoids verbal fillers

preparation is obvious
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upright, relaxed posture; posture
exudes confidence
hand gestures and movement are
natural and effectively emphasize
the message
avoids fidgeting and rocking
eye contact toward the audience is
completely consistent and
effective; little need to reference
notes