Research and Argument Paper Rubric: Common Core for Reading and Writing Standards
Ms. Keeler
Students must MEET or EXCEED as tricked indicators in order to meet standard on the essay
Exceeds Standard
Meets Standard
(A)
(B)
*Thesis/
Claim
*Use of
Evidence
Thesis/Claim is precise,
knowledgeable, significant, and
distinguished from alternate or
opposing claims
Develops the topic thoroughly by
selecting the most significant
and relevant facts, concrete
details, quotations, or other
information and examples
Skillfully integrates information
into the text selectively to
maintain the flow of ideas and
advance the thesis
*Use of
Analysis
Skillfully delineates and
evaluates the argument and
specific claims in cited texts,
assessing whether the reasoning
is valid and the evidence is
relevant and sufficient
Skillfully identifies false
statements and fallacious
reasoning
Below
Standard=no RD
Thesis/Claim is precise and knowledgeable
Thesis/Claim may be unclear or irrelevant
Thesis/Claim is
missing
Develops the topic by selecting significant and
relevant facts, concrete details, quotations, or
other information and examples
Attempts to develop the topic using facts and
other information, but evidence is inaccurate,
irrelevant, and/or insufficient
Integrates information into the text selectively to
maintain the flow of ideas and advance the
thesis
Attempts to integrate information into the text
selectively to maintain the flow of ideas and
advance the thesis, but information is
insufficient or irrelevant
Does not develop the
topic by selecting
information and
examples from the
text(s)
Assesses the strengths and limitations of each
source
Skillfully assesses the strengths
and limitations of each source
that anticipates the audience’s
knowledge level and concerns
Skillfully draws evidence from
informational texts to support
analysis and thesis/claim
Almost to Standard
MUST REWRITE
Draws evidence from research to support
analysis and thesis/claim
Delineates and evaluates the argument and
specific claims in cited texts, assessing whether
the reasoning is valid and the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning.
Attempts to assess the strengths and
limitations of each source, but misinterprets
information and uses some invalid evidence
Attempts to draw evidence from informational
texts to support analysis and thesis/claim but
evidence is insufficient and/or irrelevant
Attempts to delineate and evaluate the
argument and specific claims in cited texts,
assessing whether the reasoning is valid and
the evidence is relevant and sufficient, but
analysis is insufficient
Arguments are incomplete or insufficient due
to false and fallacious logic.
Does not integrate
information from the
text
Does not assess the
strengths and
limitations of each
source and uses
irrelevant evidence
Does not use
evidence from the
informational texts to
support analysis
and/or thesis/claim
Does not delineate or
evaluate claims in
text
Argument is invalid
and full of fallacious
statements.
Research and Argument Paper Rubric: Common Core for Reading and Writing Standards
Ms. Keeler
Organization
Skillfully introduces the precise
claim and provides background
aimed at knowledge level of
audience while maintaining the
interest of the audience.
Organization skillfully sequences
the claim(s), counterclaims,
reasons, and evidence.
Provides a concluding statement
or section that skillfully follows
from or supports the argument
presented
Skillfully produces clear,
coherent, sophisticated writing in
which the development and
organization are appropriate to
task, purpose, and audience
Skillfully produces clear,
coherent, sophisticated writing in
which the style appropriate to
task, purpose, and audience
Writing Style
and
Conventions
Skillfully uses words, phrases,
and clauses to link the major
sections of the text in order to
create cohesion and to clarify
relationships between the claim
and counterclaim.
Skillfully establishes and
maintains a formal and objective
tone. (when appropriate)
Demonstrates exemplary
command of the conventions of
standard written English
Follows the standard (MLA)
format with no errors
Score and Comments:
Introduces the precise claim and provides
background aimed at knowledge level of
audience while maintaining the interest of the
audience.
Organization logically sequences the claim(s),
counterclaims, reasons, and evidence.
Provides a concluding statement or section that
follows from or supports the argument presented
Produces clear and coherent writing in which the
development and organization are appropriate
to task, purpose, and audience
Produces clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience
Uses words, phrases, and clauses to link the
major sections of the text in order to create
cohesion and to clarify relationships between
the claim and counterclaim.
Introduction is boring and rote. It does not
establish a claim or counterclaim.
There is no relevant
introduction.
Attempts to create a logical organization, but
may be missing some elements of the
assignment
Does not provide
logical organization
Attempts to provide a concluding statement or
section that follows from or supports the
argument presented, but statement does not
support thesis
Attempts to produce clear and coherent
writing, but errors in logic or organization
detracts
Attempts to produce clear and coherent
Skillfully produces clear, coherent,
sophisticated writing in which the
development, organization, and style are
appropriate to task, purpose, and audience
writing, but errors in conventions and writing
style detract from understanding
Establishes and maintains a formal and
objective tone with very few lapses.
Attempts to use words, phrases, and clauses
to link major sections of the text, but some of
the relationships are unclear.
Demonstrates adequate command of the
conventions of standard written English.
Establishes but fails to maintain a formal or
objective tone.
Follows the standard (MLA) format for citation
with few and/or minor errors
Written English is full of errors that detract
from understanding.
Attempts to follow the standard format for
citation but with several errors
Does not provide
a concluding
statement or section
that follows from or
supports the
argument presented
Does not produce
clear and coherent
writing
Does not produce
clear and coherent
writing
Lacks cohesion and
clarity.
Written English is
informal and riddled
with errors.
Informal tone.
Does not follow the
standard format
Research and Argument Paper Rubric: Common Core for Reading and Writing Standards
Ms. Keeler
Bioethics is the discipline dealing with the ethical implications of both biological research and the applications of that research, especially in
medicine. Ethicists ask two questions: "What is the right or good thing to do?" and "What are our obligations to one another?" It is a newer, broader
field of study that has arisen during the past twenty or thirty years. It will become increasingly more important to the future as the biological
revolution opens up new powers, new choices, and new dilemmas. Some issues/topics in bioethics include:

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Eugenics (improving the genetic composition of a population) or Coerced/Forced Sterilization (for drug addicts, people in poverty, the
mentally disabled, etc)
Embryonic Stem Cells/Stem Cell Therapy/ Gene Therapy (harvesting from embryos, treating with stem cells, modifying mutations, etc)
Euthanasia (assisted suicide for humans, rights to die for humans, animal euthanasia)
Xenotransplantation (transplanting one set of living cells from one species to another: pig valves in human hearts, porcine islets for diabetics,
ape hearts, etc)
Transgenics (Genetically modified foods, organisms, animals, etc)
Body Modification (Circumcision {male or female}, Transsexuals, Sex Reassignment/Gender Dysmorphia, etc)
Cloning (etc)
Life Support/ Life Extension (persistent vegetative state)
Organ Transplants/ Organ Trade (organs for money, surrogacy, transplants between differing cultures and races, fertility,
unlimited/anonymous sperm donation)
All of the above topics need to be narrowed and more specific. Topics may be generated from the list and they are on a first come first serve basis.
No two papers may be on the same topic. You may choose a topic that is not on the list, just check with me first.
Index Cards/Research: Test and Quiz Grade
You are responsible for researching both sides of your chosen topic. Part of your research requirement is that you pull from reputable resources.
Since your topics are fairly current, your primary research will be pulled from the Internet. Your sources must be scholarly, not a random website
you found via Google.
You will be responsible for the following:
Five Source Cards:
 These are MLA cited cards that tell where you find your information.
 You will number them in alphabetical order as follows: S1, S2, S3, S4, and S5.

S1
S2
DeWitt, Kaya. Still Talking: Still Wrong.
Atlanta: Do Your Work P: 2013.
Smith, Doreen. Never On Time: The Tales
of a Teenage Sloth. Atlanta: You
Are Not That Stealthy P: 2011.
Research and Argument Paper Rubric: Common Core for Reading and Writing Standards
Ms. Keeler
Forty-Five Information Cards:
 These are cards that are direct quotations, paraphrases, or summaries of your information researched. If you use a book or periodical with
page numbers, you must place the page number on the card.
 You must place the number of the source from which you obtained the information in the corner, as you will shuffle these cards.
 Place a category name on the top of the card. You will eventually group your cards according to category, not according to source.

Philosophy
2
Philosophy
1
“All children can learn”
“Only those who want to learn, will learn.”
23
65
Educational Background
1
Educational Background
2
Bach. Business, Morehouse 1978
BA Elementary Ed. Spelman 1982,
Masters G State in Ed. Leadership 1998
35
43
A Works Cited
 This must be in MLA Format. It should be emailed to msjkeeler@gmail.com by the date below.
 You can use sites such as the following to generate your Works Cited.
o http://citationmachine.net/index2.php
o www.easybib.com/
o http://www.interaction-design.org/citation-maker/index.html
Research and Argument Paper Rubric: Common Core for Reading and Writing Standards
Ms. Keeler
Paper: Project and Test Grade (and various class grades)
Your paper should include the following sections:
Introduction: (2 pages)
• What is the bioethical question?
• Relevant scientific background information
• Historical perspective.
• Include how the biotechnology/procedure is actually done (DETAILS!).
Viewpoints: (2 pages)
Write about each one separately and describe the arguments supporting that viewpoint. In most cases there are at least two viewpoints, but
there can be more. DO NOT argue for any one perspective; speak about them in an unbiased manner.
Opinion: (2 pages)
State YOUR viewpoint of the ethical issue. This is the time to take a stand, and argue the ethical viewpoint constructively. This is not the time
to rant; a scholarly paper is done in a non-emotional, even-handed manner. Please write in the third person, the word “I” should never appear in your
paper.
Works Cited (1 page)
A minimum of 5 references is required.
You must type this essay.
It will be graded using the Common Core Research Paper Rubric.
Peer Review: Test Grade
In addition to your own paper you will be reading another students paper. You will complete a research rubric using direct quotes/evidence from their
paper to support your assessment. In addition, you will write a one-page detailed critique of the paper including:
 How the paper was written?
 How well did they explain the biotechnology, and the ethical issue?
 How well did they explain the various viewpoints?
 How well did they convince you of their viewpoint?
 Do you agree with their viewpoint?
This will factor into your project grade and NOT that of the paper you read.
Research and Argument Paper Rubric: Common Core for Reading and Writing Standards
Ms. Keeler
You must have each of the following documents in order to pass. In addition, you must have the documents on time.
If you do not cite using MLA or if you omit your Works Cited or parenthetical documentations, your paper will lose 10 points per day until
it adheres to MLA guidelines.
TOPIC SELECTION AND RESEARCH BEGINS
________________________________________________________________________
MLA WORKS CITED DUE
______________________________
50 INDEX CARDS DUE ________________________________
FIRST OUTLINE DRAFT DUE
______________________________
FIRST TYPED DRAFT DUE ____________________________
REVISION SHEET IS DUE ON
______________________________
PEER REVIEW IS DUE ON ____________________________
FINAL PAPER IS DUE ON
______________________________
YOU MUST PLACE YOUR FINAL PROJECT IN A BOUND FOLDER IN THE FOLLOWING ORDER FROM TOP TO
BOTTOM:
1. YOUR FINAL PAPER WITH PAGINATED MLA WORKS CITED
2. YOUR REVISION SHEET: THIS MUST BE COMPLETED AND APT
3. YOUR FIRST TYPED DRAFT
4. YOUR TYPED OUTLINE
5. YOUR PEER REVIEW