Grades 1112 Argumentative Constructed Response Rubric
Does NOT Meet Standard Minimal Achievement of Standard
Focus/Controlling Idea
CCSS.ELA-Literacy.WHST.1112.1: Write
arguments focused on discipline-specific
content.
Precise Claim and Organization
CCSS.ELA-Literacy.WHST.1112.1a: Introduce
precise, knowledgeable claims, establish
significance of claims, distinguish claims from
alternate or opposing claims, and create
organization that logically sequences claims,
counterclaims, reasons, and evidence.
Data and Evidence
CCSS.ELA-Literacy.WHST.1112.1b: Develop
claims and counterclaims fairly and
thoroughly, supplying the most relevant data
and evidence for each while pointing out
strengths and limitations of both claims and
counterclaims in a discipline-appropriate
form that anticipates audiences knowledge
level, concerns, values, and possible biases.
Unity and Coherence
CCSS.ELA-Literacy.WHST.1112.1c: Use
words, phrases, and clauses as well as varied
syntax to link major text sections, create
cohesion, and clarify relationships between
claims and reasons, reasons and evidence,
and claims and counterclaims.
Formal Style/Conventions
CSS.ELA-Literacy.WHST.1112.1d: Establish
and maintain formal style and objective tone
while attending to norms and conventions of
discipline in which they are writing.
Concluding Statement
CCSS.ELA-Literacy.WHST.1112.1e: Provide
concluding statements or sections that follow
from and supports arguments presented.
Substantial Achievement of Standard Exemplary Achievement of Standard
2 (Not Meeting) 3 (Minimal)
I do not address the prompt, or I I address the prompt, but I lose focus
address it in an unfocused manner. occasionally.
I either do not support my claim, or the My claim is clear, but not all parts of my
claim does not relate to the assignment. response work to prove my claim.
I do not offer enough evidence, or I offer evidence, but the evidence either
examples I choose do not relate to my does not relate to my claim or I need
claim. more evidence to support my point.
I do not address a counterclaim. I attempt to address a counterclaim, but
I am unclear.
I do not offer enough data and I offer data and evidence, but the
evidence, or the examples I choose do evidence either does not relate to my
not relate to my claim. claim or I need more evidence to
I do not address a counterclaim. support my point.
I do not try to relate my support to my I attempt to develop my claims and
audience. counterclaims, but I am inconsistent or
unclear.
I occasionally try to relate to my
audience, but I am inconsistent.
I do not clarify relationships between I attempt to clarify relationships
my claim and evidence. between my claim and evidence, but I
do so in an unclear manner.
I have many short and choppy I try to vary my sentence structures and
sentences. I do not use academic use academic language to create a
language, so my style is very informal. formal style, but I am not consistent.
I have many punctuation, capitalization, I have several punctuation and spelling
and spelling mistakes that detract from mistakes that occasionally detract from
the quality of my response. the quality of my response.
I do not provide a concluding statement, I attempt to provide a concluding
or I am very unclear. statement, but it is not clear.
4 (Substantial)
I address all aspects of the prompt
appropriately with a consistently strong
focus through sufficient support and
academic discussion.
My claim is credible and original, and I
support it in every part of my response.
All of my support works to prove my
claim.
I thoughtfully select evidence that
clearly supports my claim.
I address a counterclaim in a clear
manner.
I thoughtfully select data and evidence
that clearly and thoroughly supports my
claim.
I develop my claims and counterclaims
fairly.
I consistently anticipate my audiences
knowledge level, concerns, values, and
biases.
I clarify relationships between my claim
and evidence to create cohesion in my
response.
I consistently vary my sentence
structures and use academic language
to maintain formal style.
I have a few minor errors in punctuation
or spelling, but they do not affect the
quality of my response.
I provide a clear concluding statement.
5 (Exemplary)
I address all aspects of the prompt
appropriately with a consistently strong
focus through sufficient engaging
support and academic discussion.
I establish and maintain a credible and
original claim, and my entire response
works to support this claim in an
interesting and believable manner.
All my textual evidence works directly to
prove my claim, and I present it in a
strategic manner.
I address a counterclaim in a clear and
thought-provoking manner.
All my data and evidence works directly
to prove my claim, and I present it in a
strategic manner.
I develop my claims and counterclaims
fairly and thoroughly. I present
information in an engaging manner.
I consistently anticipate my audiences
knowledge level, concerns, values, and
biases in a manner that keeps readers
continually engaged.
Relationships between my claim and
evidence are clear and stated in an
interesting manner that creates
cohesion and clarifies relationships.
My use of sentence structures and
academic language is at an advanced
level and maintains a consistent and
engaging formal style.
My response has few, if any, errors in
punctuation or spelling, but they do not
impact the clarity and quality of my
response.
I have a clear, thought-provoking
concluding statement.
Grading Scale
grade A B C D F I

standards achievement exemplary achievement substantial minimal achievement does not meet standard well below standard missing
of standard achievement of of standard absent
standard

Score Conversion
30-point scale to 80-point scale

A+ A A- B+ B B- C+ C C- D F I

29 27 24 23 21 18 17 15 12 9 3 0

30-29 28-25 24 23 22-19 18 17 16-13 12 11-6 5-0 0

80-78 77-74 73-72 71-70 69-58 57-56 55-54 53-42 41-40 39-24 23-0 0