MYPNA_TE_G12_U3_web.pdf

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Focus and Organization Evidence and Elaboration Language Conventions

4

The introduction is engaging

and establishes the claim in an

engaging way.

Valid reasons and evidence address

and support the claim while clearly

acknowledging counterclaims.

Ideas progress logically and are linked

by a variety of sentence transitions.

The conclusion logically follows from

what came before.

Sources of evidence are

specific and relevant to

the task.

Claims are well supported with

textual evidence.

Vocabulary is used

strategically and appropriately

for the audience and purpose.

The text intentionally uses

standard English conventions

of usage and mechanics.

The tone of the text is formal

and objective.

3

The introduction is engaging and

establishes the claim in a way that

grabs readers’ attention.

Reasons and evidence address and

support the claim while acknowledging

counterclaims.

Ideas progress logically and are linked

by sentence transitions.

The conclusion restates important

information.

Sources of evidence contain

relevant information.

Most claims are supported

with textual evidence.

Vocabulary is generally

appropriate for the audience

and purpose.

The text demonstrates

accuracy in standard English

conventions of usage and

mechanics.

The tone of the text is mostly

formal and objective.

2

The introduction establishes the claim.

Some reasons and evidence support

the claim, and counterclaims are briefly

acknowledged.

Ideas progress somewhat logically. A

few sentence transitions connect ideas.

The conclusion offers some insight into

the claim and restates information.

Many ideas are supported

with examples from research

and the selections.

Some claims are supported

with textual evidence.

Vocabulary is somewhat

appropriate for the audience

and purpose.

The text demonstrates some

accuracy in standard English

conventions of usage and

mechanics.

The tone of the essay is

occasionally formal and

objective.

1

The claim is not clearly stated.

Reasons and evidence in support of the

claim are sparse or nonexistent, and

counterclaims are not acknowledged.

Ideas do not progress logically.

Sentences are often short and choppy

and do not connect readers to the

argument.

The conclusion does not restate

important information.

Reliable and relevant evidence

is lacking.

Few or no claims are

supported.

Vocabulary is limited or

ineffective.

The text contains mistakes in

standard English conventions

of usage and mechanics.

The tone of the text is

informal.

Argument Rubric

essential question: How do our attitudes toward the past and future shape our actions?

Performance-Based Assessment 409

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Argument Rubric

As you review the Argument Rubric with

students, remind them that the rubric is a

resource that can guide their revisions. Students

should pay particular attention to the differences

between an argument that contains all of the

required elements (a score of 3) and one that is

comprehensive, engaging, and progresses in a

logical and thoughtful manner (a score of 4).

PERSONALIZE FOR LEARNING

Strategic Support

Rubric If students struggle with the conceptual nature of the rubric,

use the rubric to rate the response to literature model “Better

Never to Have Loved at All.” Discuss with students whether specific

examples fulfill each requirement for a score of “4” in the argument

rubric. Answer student questions about rubric requirements.

Performance-Based Assessment 409

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