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EMBEDDED ASSESSMENT 2 continued
When you score this Embedded Assessment, you may wish to download and print copies of the Scoring Guide from SpringBoard Digital. In this way, you can have a copy to mark for each student’s work.
90 SpringBoard® English Language Arts Grade 9
COMMON CORE STATE STANDARDS
W.9–10.1e: Provide a concluding statement or section that follows from and supports the argument presented.
Additional Standards Addressed:
W.9–10.2; W.9–10.4; W.9–10.5; W.9–10.6; W.9–10.8; W.9–10.9b; W.9–10.10; L.9–10.1b; L.9–10.2c
10/6/15 12:42 PM
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90 SpringBoard® English Language Arts Grade 9
EMBEDDED ACTIVITY
Writing an Argumentative Essay
ASSESSMENT 2 X.X
continued
SCORING GUIDE
Ideas
Scoring Criteria
Exemplary
The essay
• includes a well-
developed explanation of the issue, a claim, and a thesis statement
• presents strong support or the central claim with relevant details and commentary
• presents counterclaims and clearly refutes them with relevant reasoning and evidence
• concludes by summarizing the main points and providing an effective call to action.
Proficient
The essay
• includes an
explanation of the issue, a claim, and a thesis statement
• presents support for the central claim but may not fully develop all evidence
• presents and acknowledges counterclaims and offers some evidence to refute them
• concludes by summarizing the main points and offering a call to action.
Emerging
The essay
• states the thesis but
does not adequately
explain the problem
• includes some,
support for the claim, but it is not developed and does not provide relevant evidence or commentary
• describes some counterclaims, but they are vague and are not clearly refuted
• concludes by repeating main topics rather and ends without a suggestion for change.
Incomplete
The essay
• states a vague or
unclear thesis
• contains ideas that
are poorly developed or not developed
at all
• provides vague or no descriptions of counterclaims and refutations
• concludes without summarizing main points or suggesting change.
Structure
The essay
• follows a clear
multi-paragraph argumentative essay structure with a logical progression of ideas
• showcases central points and uses effective transitions.
The essay
• follows a multi-
paragraph argumentative structure but may not have a clearly logical progression of ideas
• develops central points and uses transitions.
The essay
• demonstrates
an awkward, unstructured progression of ideas
• spends too much time on some irrelevant details and uses few transitions.
The essay
• does not follow the
organization of an
argumentative essay
• includes some
details, but the writing lacks clear direction and uses no transitions.
Use of Language
The essay
• uses a formal
writing style
• smoothly integrates
credible source material into the text (with accurate citations)
• demonstrates correct spelling and excellent command of standard English conventions.
The essay
• uses a formal
writing style
• integrates credible
source material into the text (with accurate citations)
• demonstrates correct spelling and general command of standard English conventions.
The essay
• mixes informal and
formal writing styles
• integrates some source material
(citations may be missing or inaccurate)
• includes some incorrect spelling and grammatical weaknesses that interfere with meaning.
The essay
• uses inappropriate
informal style
• does not include source material
citations
• includes several
errors in spelling and grammatical weaknesses that interfere with meaning.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.