Argument­Persuasion Rubrics for Writing ~ Grades 7­12

Marzano Level 0 Level 1 Level 2 Level 3 Level 3.5 Level 4

WIDA Entering Beginning Developing Expanding Bridging Reaching

Linguistic Single words, set Phrases and short Simple and expanded Sentences of varying Sentences of varying Sentences of varying
Complexity phrases or chunks of sentences; some sentences that show linguistic complexity; linguistic complexity linguistic complexity in
2 aspects of written simple language. attempt at emerging complexity emerging cohesion organized into tightly organized
expression. organization may be used to provide detail. used to provide detail paragraphs or in paragraphs or in well­
Quantity of writing. evidenced. and clarity. extended text; organized extended text;
Organization of ideas. cohesion and tight cohesion and
How thoughts and ideas organization. organization.
are organized.

Vocabulary Usage Uses high frequency Uses general Uses general and some Uses specific and some Can tailor technical or Consistent use of the
Use of vocabulary to vocabulary from language related to specific language related technical language specific language to the right word in the right
express meaning in school setting and the content area; to the content area; lack related to the content task or topic; evidences place; precise
written response. The content areas. lack of vocabulary of more sophisticated area and depending on greater facility and vocabulary usage in
variety of language and may be evident. vocabulary may be the topic; lack of wider, creativity. general, specific or
the frequency of varied
word use. Ranges from
evident. more sophisticated technical language. Can
'highest frequency' words vocabulary may be adapt vocabulary to any
through to specific, then occasionally evident, task or topic, goes
specialized and technical but still meets Goal. beyond what was taught
language. and is highly creative.
Language Control Generally Generally Generally Generally Approaching Has reached
Refers to how student is comprehensible but comprehensible but comprehensible when comprehensible at all comparability to that comparability to that of
'accurate' in conveying the lacks fluency and still lacks fluency writing in sentences; times, errors don't of English proficient English proficient peer
meaning of the text. has many errors. because comprehensibility may impede the overall peers; errors don't functioning at the
Grammar, word choice Comprehensibility is from time to time be meaning; such errors impede 'proficient' level, and
and mechanics such as
spelling and punctuation.
often impeded by impeded by errors when may reflect first comprehensibility. goes beyond what was
errors. attempting to produce language interference. Much greater fluency & taught, takes risks, and
more complex text. Works meets Goal. even creativity. is creative.
Write Arguments Even with support, Student has partial Student will Recognize ~ introduces claims, Writes at a highly Work exceeds goal and
to Support Claims there is no success. success with some of and Recall the Academic acknowledges alternate competent level, can demonstrates mastery of
with clear and Language the competencies at Vocabulary listed in the or opposing claims, present very cogent all competencies;
proficiency is a 2.0 and 3.0, but this 4 Proficiency Scales for and can organize the pieces of sustained multiple evidences show
relevant evidence
Student is expected to
barrier to accessing is only with teacher Argumentative Writing; reasons and evidence writing that student has moved far
write arguments to skill and support and the can perform basic logically consistently achieve beyond what was taught.
support claims with clear understanding. guidance of processes, such as, ~ Supports claims with the goal and exceeds it; There is much evidence
reasons and relevant instructional aids; identify the logical reasoning and student presents of deeper engagement,
evidence. when it comes to characteristics of a relevant evidence, drafts, well­organized higher order thinking,
Student will, more complex ideas model argument using accurate, essays, conclusions and near native
~ Introduce Precise claim, and processes, there composition; can write credible sources and that follow from proficiency; student
distinguish claim from
alternate or opposing
is minimal success arguments using demonstrating an premises, well­ leads learning of peers,
claims, and create an and very little templates provided by understanding of the reasoned claims, with guides discussions,
organization that consistency in terms the teacher; can express argument supporting evidence, models standards, and
establishes clear of setting targets an opinion on a topic ~ Uses words, phrases, and sound refutations demonstrates original
relationships among and maintaining and provide relevant and clauses to create of counter arguments creative approaches to
claims, counterclaims, learning reasons/examples to cohesion and clarity and claims. Writing at problem­solving, the
reasons, and evidence momentum. support that opinion; between claims, this level serves as a writing process, and
~Develop claims and
counterclaims fairly,
Language obstructs can generate relevant reasons, and evidence Model for students to presenting finished
supplying evidence for learning, and there counterclaims to a ~ Can establish and emulate. products.
each while pointing out is a need to position; can articulate maintain a formal
the strengths and continually go back specified patterns of prose style
limitations of both to basics, to reteach, logical sequence for ~ Can provide a
~ Use words, phrases, and and retry. argumentation … All summative conclusion
clauses to link the major skills student can in statements that
sections of the text, create
cohesion, and clarify the
perform with support the arguments
relationship between competence but not presented
claims and reasons, mastery, and is constant ~ Can develop claims
between reasons and need of scaffolding and and counterclaims
evidence, and between support. fairly, supplying
claims and counterclaims evidence for each while
~ Establish and maintain pointing out the
a formal style and
objective tone while
strengths and
attending to the norms limitations of both
and conventions of the ~ Can maintain an
discipline in which they objective tone and
are writing observe the norms and
~Provide a concluding conventions of the
statement or section that discipline
follows from and supports
the argument presented

Write an Analysis As Above As Above Same as above Many of the same As Above As Above
of Substantive competencies as above
Topics or Texts apply to this writing
Student is expected to task, except the focus
write an analysis of here is slightly
substantive topics or texts, different ~ Student
using valid reasoning and might be asked to
sufficient evidence analyze a speech, or an
extended argument, or
a parable or fable, any
text with a moral, a
lesson, an argument, or
whose intention is to
persuade an audience,
and to cite sufficient
evidence and details to
support that analysis