Please follow the directions as indicated in the lesson on page 11. Click on the word “instructions” and it will take you to a page that looks like this:
You will edit and revise your argument.
View the grading rubric as you complete your work. This is your guide to a super submission.
Posted Mon Mar 1, 2021 at 9:43 am
CriteriaGrading ScaleCriteriaGrading ScaleFocus and Organization
Structure: Claim, Logical Organization and Conclusion
4
Advanced: contains an effective and relevant introduction. • states a claim and maintains a sophisticated argument. • utilizes effective organizational strategies to logically order reasons and evidence1 to create a unified whole. • effectively clarifies relationships among claim(s), reasons, evidence, and counterclaim(s) to create cohesion. • contains an effective and relevant concluding statement or section.
3
Proficient: contains a relevant introduction. • states a claim and maintains a clear argument. • utilizes adequate organizational strategies to logically order reasons and evidence1 to create a mostly unified whole. • clarifies most relationships among claim(s), reasons, evidence, and counterclaim(s), but there may be some gaps in cohesion. • contains a relevant concluding statement or section.
2
Developing: contains a limited introduction. • states a weak argument. • demonstrates an attempt to use organizational strategies to order some reasons and evidence, 1 but ideas may be hard to follow at times. • clarifies some relationships among claim(s), reasons, evidence, and counterclaim(s), but there are lapses in focus. • contains a limited concluding statement or section.
1
Needs Improvement: contains no or an irrelevant introduction. • states an unclear argument. • demonstrates an unclear organizational structure; ideas are hard to follow most of the time. • fails to clarify relationships among claim(s), reasons, evidence, 1 and counterclaim(s); concepts are unclear and/or there is a lack of focus. • contains no or an irrelevant concluding statement or section.
Development
Evidence Explained
4
Advanced: utilizes well-chosen, relevant, and sufficient evidence from the stimuli to thoroughly and insightfully support logical claim(s), while acknowledging and effectively refuting 2 counterclaim(s). • thoroughly and accurately explains and elaborates on the evidence provided, connecting the evidence to claim(s) and counterclaim(s) and demonstrating a clear, insightful understanding of the topic, task, and stimuli.
3
Proficient: utilizes well-chosen, relevant, and sufficient evidence from the stimuli to thoroughly and insightfully support logical claim(s), while acknowledging and effectively refuting 2 counterclaim(s). • thoroughly and accurately explains and elaborates on the evidence provided, connecting the evidence to claim(s) and counterclaim(s) and demonstrating a clear, insightful understanding of the topic, task, and stimuli.
2
Developing: utilizes mostly relevant but insufficient evidence from the stimuli to partially support claim(s) and counterclaim(s). Some evidence may be inaccurate or repetitive. • explains some of the evidence provided, connecting some of the evidence to claim(s) and counterclaim(s) and demonstrating only a partial understanding of the topic, task, and stimuli. There may be some level of inaccuracy in the explanation.
1
Needs Improvement: utilizes mostly irrelevant or no evidence from the stimuli, or mostly/only personal knowledge to inadequately support claim(s) and counterclaim(s). Evidence is inaccurate or repetitive. • inadequately or inaccurately explains the evidence provided; evidence, claim(s), and counterclaim(s) appear disconnected, demonstrating little understanding of the topic, task, and stimuli.
Language
Vocabulary and Syntax
4
Advanced: illustrates consistent and sophisticated command of precise language and domain-specific vocabulary 3 appropriate to the task. • illustrates sophisticated command of syntactic variety for meaning and reader interest. • utilizes sophisticated and varied transitional words and phrases. • effectively establishes and maintains a formal style and an objective tone.
3
Proficient: illustrates consistent and sophisticated command of precise language and domain-specific vocabulary 3 appropriate to the task. • illustrates sophisticated command of syntactic variety for meaning and reader interest. • utilizes sophisticated and varied transitional words and phrases. • effectively establishes and maintains a formal style and an objective tone.
2
Developing: illustrates inconsistent command of precise language and domain-specific vocabulary. 3 • illustrates inconsistent command of syntactic variety. • utilizes basic or repetitive transitional words and phrases. • establishes but inconsistently maintains a formal style and an objective tone.
1
Needs Improvement: illustrates inconsistent command of precise language and domain-specific vocabulary. 3 • illustrates inconsistent command of syntactic variety. • utilizes basic or repetitive transitional words and phrases. • establishes but inconsistently maintains a formal style and an objective tone.
Conventions
Spelling, Punctuation, Grammar
4
Advanced: demonstrates consistent and sophisticated command of grade-level conventions of standard written English. 4 • may contain a few minor errors that do not interfere with meaning
3
Proficient: demonstrates consistent command of grade-level conventions of standard written English. 4 • contains occasional minor and/or major errors, but the errors do not significantly interfere with meaning.
2
Developing: demonstrates inconsistent command of grade-level conventions of standard written English. 4 • contains frequent errors that may significantly interfere with meaning.
1
Needs Improvement: demonstrates limited command of grade-level conventions of standard written English. 4 • contains numerous and repeated errors that seriously impede meaning
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