Argument+Rubric

**1** ||   **2**  ||   **3**  ||   **4**  ||
 * SCORING RUBRIC FOR LDC ARGUMENTATION TEMPLATE TASKS (student version) **
 * **Scoring**
 * Elements** || **Not Yet**
 * 1.5** || **Approaches**
 * 2.5** || **Meets**
 * 3.5** || **Advanced**
 * **Focus** || Tries to answer prompt, but does not stick to purpose or is off-topic ||  || Answers prompt and establishes a position, but does not stick to it ||   || Answers prompt clearly and stays focused on the purpose; position is easy to understand and convincing ||   || Answers all parts of the prompt; stays focused and has a strong and convincing position ||
 * **Controlling**
 * Idea** || Tries to make a claim, but it is general or hard to understand

// L2 – Makes no mention of counter claims (i.e. the other side of the argument) // ||  || Makes a claim.

// L2 – Mentions counter claims // ||  || Makes a believable claim.

// L2 – Develops claim and counter claims fairly. // ||  || Establishes and maintains well-developed and believable claim or proposal.

// L2 – Develops claims and counter claims fairly and thoroughly. // ||
 * **Reading/**
 * Research** || Tries to include research, but may use information that is not related to your purpose ||  || Includes information from reading materials relevant to the purpose of the prompt but may not include enough to be complete ||   || Includes information from reading materials that is accurate and relevant to the purpose to develop your claim ||   || Accurately and effectively presents important details from reading materials to develop argument or claim. ||
 * **Development** || Tries to include details, but not enough and/or details may not fit purpose

// L3 - No connection to argument or claim, or connection does not fit. // ||  || Includes details which support and develop the claim, but some of the reasoning, examples, or explanations may not be fully developed

// L3 – Connection to argument is weak or unclear. // ||  || Includes enough appropriate details to support and develop the focus, controlling idea, or claim.

// L3 – Makes a relevant connection to clarify argument or claim. // ||  || Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

// L3 – Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning. // ||
 * **Organization** || Tries to organize, but is weak and ineffective ||  || Uses an appropriate organization structure, but may have minor problems ||   || Maintains an appropriate organizational structure to address specific requirements of the prompt. Reasoning/logic of the argument is easy to follow. ||   || Maintains an organizational structure that intentionally and effectively addresses the prompt and enhances development of the reasoning/logic of the argument. ||
 * **Conventions** || Tries to use correct grammar, usage, and mechanics but may have mistakes which confuse the reader.

Sources are not cited. ||  || Demonstrates correct grammar, usage, and mechanics most of the time. Language and tone can be inaccurate, inappropriate, and/or inconsistent at times.

Attempts to cite some sources. ||  || Uses appropriate language and tone with few errors in grammar, usage, and mechanics that do not distract reader from the response.

Cites sources appropriately with only minor errors. ||  || Language and tone enhances the response. Few errors in grammar, usage, and mechanics which do not distract reader from the response.

Correctly cites sources using appropriate format. ||
 * **Content**
 * Understanding** || Attempts to include content from sources, but it is weak; content is irrelevant, inappropriate, or inaccurate. ||  || Briefly notes content from sources, but understanding is basic or uneven; minor errors in explanation. ||   || Accurately presents content from sources with sufficient explanations that demonstrate understanding. ||   || Incorporates relevant and accurate content from sources with thorough explanations that demonstrate in-depth understanding. ||


 * Revised by: Elizabeth Muster, Mendy Rue, Kelly Skeens & Sharon Thurman ||
 * Claim ** - a statement of an author’s point of view in an argument, which the author must prove; controlling idea; thesis statement