| Criteria | 4 points | 3 points | 2 points | 1 point |
|---|---|---|---|---|
| Purpose/Structure | – Position is focused and consistently maintained. – Organizational structure strengthens the response and argument advancement. – Purposeful transitional strategies create cohesion. – Effective introduction and conclusion. |
– Position is focused and generally maintained. – Logical organizational structure. – Purposeful transitional strategies. – Sufficient introduction and conclusion. |
– Position may be unclear or insufficiently sustained. – Organizational structure may be repetitive or inconsistent. – Transitions attempt to connect ideas but may lack purpose. – Introduction and conclusion may be present but ineffective. |
– Position may be absent, ambiguous, or confusing. – Little or no discernible organizational structure. |
| Development | – Skillful development with thorough understanding. – Effective elaboration using various techniques to enhance the argument. – Smooth integration of relevant evidence from multiple sources. – Fully addressed counterclaims with appropriate citations. |
– Logical development with understanding of the topic. – Adequate elaboration using various techniques. – Relevant, integrated evidence from multiple sources. – Sufficiently addressed counterclaims with appropriate citations. |
– Partial or incomplete understanding of the topic. – Elaboration may rely heavily on sources or provide loosely related information. – Evidence may be partially integrated but unsupportive of the argument. – Insufficiently addressed counterclaims without appropriate citations. |
– Lack of understanding of the topic and/or development. – Elaboration may consist of confusing ideas or demonstrate lack of knowledge. |
| Language | – Integration of academic vocabulary.
– Skillful use of varied sentence structure. – Consistent command of standard English grammar, punctuation, capitalization, and spelling. – Tone and/or voice strengthens the argument. |
– Clear expression of ideas through academic vocabulary.
– Varied sentence structure demonstrating language facility. – Grade-appropriate command of standard English conventions. – Appropriate tone and/or voice for the argument. |
– Vocabulary and word choice may be imprecise or basic.
– Partially controlled sentence structure. – Inconsistent use of correct grammar, punctuation, capitalization, and spelling. – Tone and/or voice may be inconsistent. |
– Vocabulary and word choice may be vague, unclear, or confusing.
– Simplistic or confusing sentence structure. – Use of grammar, punctuation, capitalization, and spelling may contain multiple errors |