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Praxis Core Writing
Course: praxis core writing > unit 1, argumentative essay | quick guide.
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Argumentative essay (30 minutes)
- states or clearly implies the writer’s position or thesis
- organizes and develops ideas logically, making insightful connections between them
- clearly explains key ideas, supporting them with well-chosen reasons, examples, or details
- displays effective sentence variety
- clearly displays facility in the use of language
- is generally free from errors in grammar, usage, and mechanics
- organizes and develops ideas clearly, making connections between them
- explains key ideas, supporting them with relevant reasons, examples, or details
- displays some sentence variety
- displays facility in the use of language
- states or implies the writer’s position or thesis
- shows control in the organization and development of ideas
- explains some key ideas, supporting them with adequate reasons, examples, or details
- displays adequate use of language
- shows control of grammar, usage, and mechanics, but may display errors
- limited in stating or implying a position or thesis
- limited control in the organization and development of ideas
- inadequate reasons, examples, or details to explain key ideas
- an accumulation of errors in the use of language
- an accumulation of errors in grammar, usage, and mechanics
- no clear position or thesis
- weak organization or very little development
- few or no relevant reasons, examples, or details
- frequent serious errors in the use of language
- frequent serious errors in grammar, usage, and mechanics
- contains serious and persistent writing errors or
- is incoherent or
- is undeveloped or
- is off-topic
How should I build a thesis?
- (Choice A) Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable. A Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable.
- (Choice B) Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans. B Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans.
- (Choice C) Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person. C Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person.
- (Choice D) Notoriety is not always a choice, and some celebrities may not want to be role models. D Notoriety is not always a choice, and some celebrities may not want to be role models.
- (Choice E) Parents have a moral responsibility to serve as immediate role models for their children. E Parents have a moral responsibility to serve as immediate role models for their children.
How should I support my thesis?
- (Choice A) As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids. A As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids.
- (Choice B) Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths. B Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths.
- (Choice C) Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products. C Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products.
- (Choice D) My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers. D My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers.
- (Choice E) It's very common for young people to wear fashions similar to those of their favorite celebrities. E It's very common for young people to wear fashions similar to those of their favorite celebrities.
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Argumentative Essay Rubric Examples
Clio has taught education courses at the college level and has a Ph.D. in curriculum and instruction.
Table of Contents
Why use a rubric, argumentative essay rubric example one, argumentative essay rubric example two.
If your students are writing argumentative essays , it can be helpful to have them work with a rubric. A rubric gives them a clear sense of what you expect and what categories you will be referencing when you evaluate their work. In the case of argumentative essays specifically, your rubric can be oriented toward emphasizing the importance of a clear and cogent argument. Giving your students access to a rubric helps show them that your grading will be fair and as objective as possible; they should know exactly what score to expect when you evaluate their work.
Rubrics can be presented as lists, tables or grids. As long as you familiarize your students with the format, it is not that important what your rubric looks like. The rubrics here are intended as samples, but you can vary the categories and criteria depending on your personal hopes and expectations for your students' work. The important thing is to clearly define each category and explicitly state what students must do in order to receive a particular number of points in that category.
When you are defining the categories in a rubric, think about the three or four things that matter to you most in your students' writing. You want to think about categories that will allow them not to just produce one good piece of work, but to grow as writers more broadly and to become familiar and well-versed in the genre at hand. The two examples here focus on argument to a certain extent because argumentation is one of the things that differentiates this genre from others. You may decide you also want to focus on particular aspects of mechanics or voice that are important to you. As long as you are clear about the categories with your students, you can be flexible and thoughtful as to what exactly they are.
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4 : Argument is stated clearly and developed with evidence over the course of the essay.
3 : Argument is present but vague and only somewhat developed over the course of the essay.
2 : Argument is present but vague and undeveloped in the essay.
1 : Argument is unclear or not present in the essay.
Organization
4 : Essay is well organized with an introduction, structurally integrated middle, and clear conclusion.
3 : Essay has an introduction and middle but lacks clear conclusion, or has a middle and clear conclusion but lacks introduction.
2 : Essay has a structurally integrated middle but lacks introduction and conclusion.
1 : Essay is poorly organized and it is difficult to discern the structure.
4 : Authorial voice is unique and interesting, with varied sentence structure and diverse vocabulary.
3 : Style is fluid and easy to follow but may lack a unique voice.
2 : Style is confusing and lacks unique character.
1 : Style is undefinable and difficult to understand.
4 : There are no errors in grammar, spelling, capitalization or punctuation.
3 : There are 3 or fewer errors in grammar, spelling, capitalization or punctuation.
2 : There are 4-7 errors in grammar, spelling, capitalization or punctuation.
1 : There are more than 7 errors in grammar, spelling, capitalization or punctuation.
4 : The structure of the essay contributes effectively to the argument, making the argument more believable.
3 : The structure of the essay is well organized but irrelevant to the argument.
2 : The structure of the essay is present but confusing.
1 : The essay lacks a structure that can be discerned.
Presentation
4 : The essay is polished, clear, and shows signs of successful revision and editing.
3 : The essay is clear and shows signs of successful revision or editing.
2 : The essay has many errors in presentation.
1 : The essay is presented sloppily.
4 : The writer participated successfully in all parts of the writing process.
3 : The writer participated successfully in 2-3 parts of the writing process.
2 : The writer participated successfully in 1 part of the writing process.
1 : The writer did not participate in the writing process.
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Argumentative Essay Rubric
Rubric for Argumentative Essay
Student’s Name:
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| Thesis | The thesis is argumentative, clear and sophisticated. | The thesis is argumentative and clear but may lack depth in thought, or clarity of language. | The thesis is not argumentative or is poorly written and fails to take a position. | No thesis. |
| Body and Argument | The paper remains focused on the initial thesis and does not include unnecessary information. Body paragraphs greatly support and develop the argument.
| The paper includes supporting details but may lack depth in thought, or clarity of language. Body paragraphs support and develop the argument.
| There are few supporting details or the body paragraphs only weakly support the argument. | The body paragraphs are off topic or do not support the argument. |
| Counter Argument | Expertly addresses the most significant counter arguments. | Strongly addresses the most significant counter arguments. | Includes a counter argument but it is brief or weak. | No counter argument. |
| Conclusion | Demonstrates deep reflection & awareness of the argument. | Demonstrates strong reflection & awareness of the argument.
| Demonstrates minimal or no reflection or insight. | Reveals very little insight or repeats the introduction almost verbatim. |
| Voice and Rhetorical Strategies | Anticipates & answers readers’ questions. Engages readers’ interest by using an active voice. Uses rhetorical strategies that engage and greatly persuade the reader. | Addresses some of the readers possible questions. Uses a mostly personable active voice. Uses rhetorical strategies that persuade the reader. | Addresses few of the readers questions. Shows some use of voice but it is underdeveloped. Uses few rhetorical strategies that persuade the reader. | Does not answer readers' questions. Does not write with active voice. |
| Writing Conventions And Spelling | 0-2 errors in grammar per page
| 3-4 errors per page | 5-8 errors per page
| 9+ errors per page |
| Formatting | MLA format no errors | MLA format few errors
| MLA format some errors
| MLA format many errors
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AP® English Language
Understanding the ap® english language argument rubric.
- The Albert Team
- Last Updated On: March 1, 2022
The AP® English Language exam contains three essays, two of which are the argument essays. The argument essays come with a prompt that contains a passage. The student must then analyze and immediately craft an appropriate argument that answers the prompt. This essay is different than the synthesis essay in that there is only one prompt that the student must analyze; however, the passage is much longer than the smaller sources found in the synthesis essay. In order to succeed on the AP® English Language argument essay the student must support his or her argument proficiently. This can be done by referencing the passage, adding his or her experiences, utilizing logic, and maintaining readable grammar and mechanics.
It is important, however, to note that the examiners know that you only have two hours and fifteen minutes to write three essays. Because of this, the essays do not have to be pristine, but they need to be firm in their argument, and more importantly, well-developed.
Referencing the Passage
You are given a passage and a prompt at the start of the argument essay that you as the writer must adhere to. Do not attempt to go off-topic, because the highest score that an off-topic argument essay can earn on the rubric is a 1. This argument must be supported as you write, and one of the best ways to do this is to reference the passage that you are given. This passage is your concrete proof for your argument, so utilize it. It is one of your greatest tools. An argument essay that has support from its passage allows the student to show that they can utilize sophisticated methods of supporting their arguments.
An example of a student that argues well to support his or her claim is seen below. The student is arguing that college is worth the money.
The largest motivator behind going or not going to college seems to be money. It is commonly accepted that a college education results in better financial situations later in life. It is certainly true that college grads earn, on average, 20,000 dollars more per year than those with only a high school diploma. (source F). It is also true that college grads are less likely to be unemployed. (source D)
This argument is done so well, because he or she references the text and analyzes it. By doing so, the student gains further depth to the argument and this student’s full essay (1A) would receive a score of an 8.
An example of an argument that does not reference the text is the following:
Primarily, a college education is worth the cost because you will never find yourself working in a fast food restaurant such as McDonald’s or Burger King. However, many people do not have a choice to work at fast food restaurants because they can’t afford college and their parents can’t afford it.
This argument, while developed, is not as convincing as the student that references the text correctly and clearly. Because of this, this student’s full essay (1C) would receive a lower score of 4.
Knowledge or Personal Experiences
Unlike the synthesis essay, the argument essays allow the student to insert any relevant knowledge or personal experiences that he or she has. This serves the purpose of bringing even more depth to the argument, and allows the student to show what they know.
The key to adding knowledge, and especially personal experience, is to only use relevant details. The College Board does not need to know about how fun your trip to the beach was, but if a small part of the experience relates to the prompt, then use it. Relating your argument to a relevant event can show the examiners that you can apply a concept, which may bump your score up a point.
An example of knowledge used in an AP® English Language argumentative essay is Student 1A that was referenced above. Student 1A does a great job implementing his or her knowledge by saying the following:
Coincidentally personal growth also plays a large role in the perceived quality of life. Taking this into consideration makes college more than a machine designed to increase an individual’s level of monetary success.
This student is using his or her knowledge here, showing how it is not only money that affects someone later in life, but the experiences that the person has in college. This is effective, showing why he or she received an 8.
Utilizing Logic and Details
Supporting details and logical arguments are a key point in the AP® English Language argument essay rubric , because lending more support to your argument allows the examiners to buy into that argument. When the examiners see your point so nicely developed, then you will jump up to higher scores such as 7s, 8s, or 9s depending on how much support there is and your eloquence.
Student 1A is an example of utilizing logic to support his or her argument. The student says the following:
Putting aside the idea of money seems counterintuitive when considering the worth of an education, but it is necessary. There is more to life. A large part of college is also personal growth.
This appeal to logic is used as a transition as the student brings a realistic approach to the prompt. The examiners will see this as a masterful use of adding details to the argument without losing track of the argument itself. Also, the examiners see that the student can stand on his own without the sources, although he or she utilizes them later on.
A student that does not utilize logic well is Student 1B . This student is heavily dependent on quotations from the sources, and this causes the student’s credibility to falter. The reader questions if the student is able to form his or her own ideas in a logical manner, leading to a drop in the student’s score. Being unable to form a logical structure to lay your argument on will result in a lower score of a 4 or a 5.
Use of Language
The use of language, while not the most influential part of the essay, does have an effect on the overall score. By use of language we mean the degree that the student utilizes grammar, spelling, and mechanics as well as figurative language that adds a persuasive element.
If the student uses the language well, then this will reveal to the examiner that the student can use writing as a tool to persuade. This is important in the AP® English Language argument essay, because inserting parallel structure or a perfectly placed analogy will impress your examiner.
Your grammar may not be the most pressing matter in the argument essay; however, if your grammar or mechanics are so poor that you are unclear in your argument, then the highest score that you can receive on the AP® English Language argument essay rubric is a 2.
Key Takeaways from the AP® English Language Argument Essay Rubric
In order to cover all of your bases in the AP® English Language exam argument essay you will want to be sure to practice months before the exam. Preparation is everything. A useful tip is to have the AP® English Language argument rubric in front of you as you write your first few attempts at a practice essay. This will keep your argument essay focused.
The most important part of the argument essay is to support your thesis, or the claim that you make to fulfill the prompt. If you reference the passage that you are given, add your own knowledge or personal experiences, be as detailed and logical as possible, and utilize language well, then your score will rise toward that sought-after 9.
Photo by Jeff Billings [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
By the way, you should check out Albert.io for your AP® English Language review. We have hundreds of AP® English Language practice questions written just for you!
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7th-8th grade argumentative writing rubric
Offer 7th-8th grade students a standards-aligned structure for assignments focused on the defense of a position on a topic.
Offer 7th-grade students a standards-aligned structure for informative writing with this educator-developed rubric for Feedback Studio.
Rubric suitable for formative and summative assignments with tasks involving the defense of a position on a topic. Use this rubric when asking students to argue whether or not they support a position on a topic, to examine sources in order to defend a position on a topic, etc. Consider using the 6th-8th Grade Argument QuickMark set with this rubric. These drag-and-drop comments were tailor-made by veteran educators to give actionable, formative feedback directly to students. While they were explicitly aligned to this particular rubric, you can edit or add your own content to any QuickMark. Download this .rbc file for the full text rubric and then import it to your Feedback Studio account. You can then use this rubric as is or customize its content to suit your needs.
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IMAGES
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Logical, compelling progression of ideas in essay;clear structure which enhances and showcases the central idea or theme and moves the reader through the text. Organization flows so smoothly the reader hardly thinks about it. Effective, mature, graceful transitions exist throughout the essay.
Scoring Rubric for Question 1: Synthesis Essay 6 points Reporting Category Scoring Criteria Row A Thesis (0-1 points) 4.B 0 points For any of the following: ... Crafting a nuanced argument by consistently identifying and exploring complexities or tensions across the sources. 2. Articulating the implications or limitations of an argument (either the
Argumentative Essay Rubric ! (6-Traits) 5 Mastery 4 Proficient 3 Basic 2 Standard Not Met 1 Standard Not Met Claim (Ideas & Org.) Introduces a well thought out claim at the beginning of the essay Introduces a claim later in the essay Claim is not as clear as it should be Hard to find the claim No claim Opposing Claim (Org.) Acknowledges alternate
New York State Regents Examination in English Language Arts (Common Core) Part 2 Rubric: Writing to Sources - Argument. An essay that addresses fewer texts than required by the task can be scored no higher than a 3. An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1.
What is the argumentative essay? Explain. ... Explore the rubric in detail to see what graders are looking for: Score of 6. show. A 6 essay demonstrates a high degree of competence in response to the assignment but may have a few minor errors. An essay in this category:
Argumentative Essay Rubric Categories & Criteria - each worth eleven points Level 4 Level 3 Level 2 Level 1 Thesis Written with a clear and outstanding thesis. Written with a clear thesis. Written with a confusing or misleading thesis. Missing a thesis. Transitions The writer uses effective words throughout the article to make transitions ...
Argumentative Essay and Infographic Rubric Category 4 3 2 1 Introduction The introduction is inviting, states the thesis, and provides an overview of the issue. The introduction includes the thesis and provides an overview of the issue, but it is not inviting to the reader. The introduction is missing either the thesis or the overview
essay flows logically Ideas are somewhat organized into separate body paragraphs; topic sentences are complete Transitions are used correctly at the beginning of each body paragraph & conclusion; sometimes used within body paragraphs Ideas do not begin and end when they should; topic sentences are incomplete or are in incorrect locations
4: Argument is stated clearly and developed with evidence over the course of the essay. 3: Argument is present but vague and only somewhat developed over the course of the essay. 2: Argument is ...
Argumentative Essay Grading Rubric Reminder: Keep this rubric, along with the graded draft of this essay, for use later this semester. _____ C (70-79): This essay is legible; it contains a thesis statement and mostly maintains focus on it throughout the
A discernable essay map adequately previews main points and organization of the paper. Position is vague. Organization of argument is missing, vague, or not consistently maintained. CONTENT Argument/ Assessment (30%) Fully answers all aspects of the question asked, presenting a complete and credible argument/assessment.
Persuasion Rubric Directions: Your assignment will be graded based on this rubric. Consequently, use this rubric as a guide when ... but the arguments are somewhat weak in places. Two reasons are made but with weak arguments. Arguments are weak or missing. Less than two reasons are made. Attention to Audience
The thesis is argumentative, clear and sophisticated. The thesis is argumentative and clear but may lack depth in thought, or clarity of language. The thesis is not argumentative or is poorly written and fails to take a position. No thesis. The paper remains focused on the initial thesis and does not include unnecessary information.
Analyzing Famous Speeches as Arguments Essay Rubric. Feature. 3 Fully Developed. 2 Partly Developed. Underdeveloped. Structure. Interesting and effective opening, body and conclusion; progresses in a logical, easy-to-follow order; all paragraphs seem to be the proper length; the writer consistently supports the thesis; the thesis is strong and ...
Argument/Persuasive Essay Rubric Writing will be scored according to the following three categories: Organization, Development, and Language/Style. Each of these categories is worth a total of ten points possible, as is represented by the score numerals across the top. Scores
Argumentative Writing Rubric (grades 7-12) Arguments are used for many purposes—to change the reader's point of view, to bring about some action on the reader's part, or to ask the reader to accept the writer's explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the ...
Utilizing Logic and Details. Supporting details and logical arguments are a key point in the AP® English Language argument essay rubric, because lending more support to your argument allows the examiners to buy into that argument. When the examiners see your point so nicely developed, then you will jump up to higher scores such as 7s, 8s, or ...
An objective tone is used in few areas. Work contains spelling, punctuation, capitalization and/or grammar mistakes that detract from the reader's ability to understand the writing. The writing adheres to few formatting guidelines included in the prompt. Mostly informal language is used, with some repetition.
Grades 7-10 Argumentation Rubric Responses are scored holistically by domain and earn scores by demonstrating most of the descriptors in a given score point.*. Position** is focused on the task • Skillful development demonstrates thorough • Integration of academic vocabulary and consistently maintained understanding of the topic ...
Ohio's State Test Argumentation Writing Rubric , Grades 6-12 Page 3 of 3 Score Purpose, Focus, and Organization (4-points) Evidence and Elaboration (4-points) Conventions of Standard English (2-points) 2 The response is somewhat sustained within the purpose, audience, and task but may include loosely related or extraneous material;
7th grade informative writing rubric. Offer 7th-grade students a standards-aligned structure for informative writing with this educator-developed rubric for Feedback Studio. Rubric suitable for formative and summative assignments with tasks involving the defense of a position on a topic. Use this rubric when asking students to argue whether or ...
Description: This rubric was developed by 7th grade Utah educators in Washington County School District. 5 - Mastery. 4 - Proficient. 3 - Basic. 2 - Standard Not Met. 1 - Standard Not Met. Claim. Introduces a well thought out claim at the beginning of the essay. Introduces a claim later in the essay.
2. Sample lesson plans- It is intended to be taught over several days- about five 30 minute blocks over 1 week.3. Basic paragraph rubric4. Sample paragraphs 5. A list of 5 topics for practicing how to write their own paragraphsStudents learn- 1. The parts of a paragraph (topic sentence, details, and closing sentence.