Rubrics
Argument Essay (Copy) (Copy)
11th grade rubric, 7 criteria, 4 levels
11th grade
| Criteria | Level 4 | Level 3 | Level 2 | Level 1 |
|---|---|---|---|---|
| Conventions Mastery | Demonstrate control of conventions with essentially no errors, even with sophisticated language. | Demonstrates control of conventions with minor errors that do not interfere with meaning, even when using complex language. | Demonstrates some control of conventions, but contains several errors that occasionally hinder clarity, particularly with more complex language. | Demonstrates limited control of conventions, with frequent errors that significantly impede understanding, especially when attempting to use complex language. |
| Organizational Excellence | Exhibit skillful organization of ideas and information to create a cohesive and coherent essay. | Demonstrates effective organization of ideas and information, resulting in a mostly cohesive and coherent essay with minor lapses in flow. | Shows some organization of ideas and information, but the essay lacks coherence and cohesion in several areas, making it difficult to follow. | Exhibits limited organization of ideas and information, resulting in a disjointed and incoherent essay that is challenging to understand. |
| Formal Style | Establish and maintain a formal style, using sophisticated language and structure. | Establishes and maintains a formal style, using appropriate language and varied structure with occasional lapses in sophistication. | Attempts to establish a formal style, using basic language and simple structure with frequent inconsistencies in tone and formality. | Struggles to establish a formal style, using informal language and repetitive structure with significant deviations from the expected tone. |
| Evidence Utilization | Present ideas fully and thoughtfully, making highly effective use of a wide range of specific and relevant evidence to support analysis. | Presents ideas clearly and effectively, using a range of specific and relevant evidence to support analysis, though some evidence may be less detailed or less relevant. | Presents ideas with some clarity, using limited specific evidence that may not always be relevant or effectively support analysis. | Presents ideas in a vague manner, using minimal evidence that is often irrelevant or fails to support analysis. |
| Source Citation | Demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material. | Demonstrates proper citation of sources with minor errors when using direct quotes and paraphrased material, effectively minimizing the risk of plagiarism. | Demonstrates inconsistent citation of sources, with several errors in the use of direct quotes and paraphrased material, leading to some risk of plagiarism. | Demonstrates limited or incorrect citation of sources, with frequent errors in the use of direct quotes and paraphrased material, resulting in a high risk of plagiarism. |
| Claim Precision | Introduce a precise and insightful claim, as directed by the task. | Introduces a clear and relevant claim that addresses the task with some insight. | Introduces a claim that is somewhat relevant to the task but lacks depth or clarity. | Introduces a vague or unclear claim that does not effectively address the task. |
| Analytical Insight | Demonstrate in-depth and insightful analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims. | Demonstrates clear analysis of the texts that supports the claim and addresses some alternate or opposing claims, though with less depth and insight than Level 4. | Demonstrates basic analysis of the texts that supports the claim but provides limited engagement with alternate or opposing claims, resulting in a lack of clarity. | Demonstrates minimal analysis of the texts with little to no support for the claim and fails to address alternate or opposing claims, leading to significant confusion. |
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