| Organization and Purpose |
Introduction includes a sophisticated hook, background information, and precise thesis/overall claim. Rebuttal is directly linked to the counterclaim. Body paragraphs are organized to establish clear relationships among subclaims, counterclaim, evidence, and reasoning. Transitions are sophisticated. Conclusion is skillfully crafted to reinforce thesis/overall claim. Writing is skillfully crafted to be clear and coherent, and appropriate to task, purpose, and audience.
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Introduction includes a hook and clear statement of thesis/overall claim. Counterclaim and rebuttal are present. Body paragraphs are in CER format (subclaim, evidence, reasoning). Transitions are grade-appropriate. Conclusion includes a restatement of thesis/overall claim. Writing is clear and coherent, and appropriate to task, purpose, and audience.
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No attempt to hook audience; thesis/overall claim may need to be inferred. Counterclaim attempted, but no rebuttal. Attempts to organize subclaims and evidence in body paragraphs, but lacks CER format. Transitions are basic. Conclusion is attempted but fails to restate thesis/overall claim. Writing is somewhat clear and appropriate to task, purpose, and audience, but lacks proper paragraphing.
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No introduction; thesis/overall claim absent. Counterclaim absent. Body of essay not organized into related subclaims and evidence. Transitions are inconsistent or absent. Conclusion absent. Writing is not clear and coherent, nor appropriate to task, purpose, and audience.
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| Evidence/Elaboration |
Develops the thesis/overall claim and counterclaim fairly, supplying evidence for each while pointing out the strengths and limitations of both in order to respond to audience’s anticipated questions and concerns. Uses most relevant information from multiple authoritative sources. Integrates information into the writing selectively to maintain the flow of ideas while avoiding plagiarism. Skillfully follows a standard format for citation.
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Supports thesis/overall claim with three clear subclaims. Uses at least two accurate, credible sources. Evidence is sufficient (at least one direct quote for each subclaim) and relevant to thesis/overall claim. Appropriately quotes or paraphrases sources while avoiding plagiarism. Uses proper in-text and parenthetical citation, including title and author of each source used.
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Attempts to support thesis/overall claim with clear subclaims; subclaims may need to be inferred. Uses only one accurate, credible source. Evidence may not be sufficient (not all subclaims supported by direct quote) nor relevant to thesis/overall claim. Attempts to appropriately quote or paraphrase sources while avoiding plagiarism. Attempts to use proper in-text and parenthetical citation, including title and author of each source used, but is not consistent across writing.
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No subclaims given. No use of information from accurate, credible sources. Evidence (if given) is not sufficient (no direct quotes) nor relevant to thesis/overall claim. Major errors in quotation and paraphrasing of sources; may show signs of plagiarism. In-text and parenthetical citations absent, including title and author of each source used.
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| Language/Conventions |
Establishes and maintains a formal style and objective (unbiased) tone. Skillfully demonstrates a command of grade-level appropriate standard English grammar, usage, and conventions (higher-level vocabulary and sentence structure). Has errors that do not interfere with understanding.
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Establishes and maintains a formal style. Uses language and tone appropriate to purpose and audience. Shows a command of grade-level appropriate standard English grammar, usage, and conventions. Has errors that do not interfere with understanding.
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Attempts to establish and maintain a formal style. Attempts to use language and tone appropriate to purpose and audience. Shows some command of grade-level appropriate standard English grammar, usage, and conventions. Has errors that may interfere with understanding.
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Informal style used throughout. Language and tone not appropriate to purpose and audience. Shows little to no command of grade-level appropriate standard English grammar, usage, and conventions. Has numerous errors that interfere with understanding.
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