Attachments
- ARGUMENT (7th Grade--First Semester).pdf (59 KB)
- Summary Report -7ELA Argumentative Essay.docx.pdf (666 KB)
Subject: English Language Arts
Grade: 7th Grade
Common Core Standard: CCSS.ELA-LITERACY.W.7.1 – Write arguments to support claims with clear reasons and relevant evidence.
Summary:
Students will write an argumentative essay that supports a clear claim with logical reasoning and relevant evidence, addresses counterarguments, and follows a structured format. The assignment will be graded according to the rubric.
Rubric Summary:
Graded on a 4-point scale for Focus, Organization, Evidence, Language, and Conventions, with ratings of Standard Exceeded (4 points), Standard Met (3 points), Standard Nearly Met (2 points), and Standard Not Met (1 point). The total score out of 20 points corresponds to letter grades.
Prompt to Students:
Write an argumentative essay based on the topic of your choice.
Rubric
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### General directions:
This rubric is used to evaluate the argument writing skills of 7th-grade students during the first semester. The evaluation is based on five criteria: Claim, Development, Audience, Cohesion, and Style/Conventions. Each criterion is assessed at four skill levels: Skilled, Proficient, Developing, and Inadequate.
### Criteria 1: Claim
The text introduces a clear, arguable claim that can be supported by reasons and evidence.
**Skilled**
- Description: The text introduces a precise claim that is clearly arguable and takes an identifiable position on an issue. The text has an effective structure and organization that is aligned with the claim.
- Points: 4
**Proficient**
- Description: The text introduces a claim that is arguable and takes a position. The text has a structure and organization that is aligned with the claim.
- Points: 3
**Developing**
- Description: The text contains an unclear or emerging claim that suggests a vague position. The text attempts a structure and organization to support the position.
- Points: 2
**Inadequate**
- Description: The text contains an unidentifiable claim or vague position. The text has limited structure and organization.
- Points: 1
### Criteria 2: Development
The text provides sufficient data and evidence to back up the claim as well as a conclusion that supports the argument.
**Skilled**
- Description: The text provides sufficient and relevant data and evidence to back up the claim and addresses counterclaims fairly. The conclusion effectively reinforces the claim and evidence.
- Points: 4
**Proficient**
- Description: The text provides sufficient data and evidence to back up the claim and addresses counterclaims. The conclusion ties to the claim and evidence.
- Points: 3
**Developing**
- Description: The text provides data and evidence that attempts to back up the claim and unclearly addresses counterclaims or lacks counterclaims. The conclusion merely restates the position.
- Points: 2
**Inadequate**
- Description: The text contains limited data and evidence related to the claim and counterclaims or lacks counterclaims. The text may fail to conclude the argument or position.
- Points: 1
### Criteria 3: Audience
The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific audience’s needs.
**Skilled**
- Description: The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience.
- Points: 4
**Proficient**
- Description: The text considers the audience’s knowledge level and concerns about the claim. The text addresses the needs of the audience.
- Points: 3
**Developing**
- Description: The text illustrates an inconsistent awareness of the audience’s knowledge level and needs.
- Points: 2
**Inadequate**
- Description: The text lacks an awareness of the audience’s knowledge level and needs.
- Points: 1
### Criteria 4: Cohesion
The text uses words, phrases, and clauses to link the major sections of the text, creates cohesion, and clarifies the relationships between the claim and reasons, between reasons and evidence, and between claims and counterclaims.
**Skilled**
- Description: The text skillfully uses words, phrases, and clauses to link the major sections of the text. The text identifies the relationship between the claim and reasons as well as the evidence. The text effectively links the counterclaims to the claim.
- Points: 4
**Proficient**
- Description: The text uses words, phrases, and clauses to link the major sections of the text. The text connects the claim and reasons. The text links the counterclaims to the claim.
- Points: 3
**Developing**
- Description: The text contains limited words, phrases, and clauses to link the major sections of the text. The text attempts to connect the claim and reasons.
- Points: 2
**Inadequate**
- Description: The text contains few, if any, words, phrases, and clauses to link the major sections of the text. The text does not connect the claims and reasons.
- Points: 1
### Criteria 5: Style/Conventions
The text presents a formal, objective tone that demonstrates standard English conventions of usage and mechanics along with discipline-specific requirements (i.e., MLA, APA, etc.).
**Skilled**
- Description: The text presents an appropriate and formal, objective tone. The text demonstrates standard English conventions of usage and mechanics along with discipline-specific requirements (i.e., MLA, APA, etc.).
- Points: 4
**Proficient**
- Description: The text presents a formal, objective tone. The text demonstrates standard English conventions of usage and mechanics along with discipline-specific requirements (i.e., MLA, APA, etc.).
- Points: 3
**Developing**
- Description: The text illustrates a limited awareness of formal tone. The text demonstrates some accuracy in standard English conventions of usage and mechanics.
- Points: 2
**Inadequate**
- Description: The text illustrates a limited awareness or inconsistent tone. The text illustrates inaccuracy in standard English conventions of usage and mechanics.
- Points: 1
Summary report
Download this Summary Report of the assignment to see the feedback generated for each of the student submissions.