Page 185 - SpringBoard_ELA_Grade7_Flipbook

eMbedded Writing an argumentative essay assessMeNT 2
SCORING GUIDE
Ideas
Scoring Criteria
Exemplary
The argument
• skillfully presents a
claim and provides appropriate background and a clear explanation of the issue
• effectively supports claims with logical, convincing reasoning and evidence, as well as skillful use of rhetorical devices
• summarizes and refutes counterclaims with relevant reasoning and clear evidence.
Proficient
The argument
• supports a claim that
is clearly presented with appropriate background details
• develops claims and counterclaims fairly and uses valid reasoning, relevant and sufficient evidence, and a variety of rhetorical devices
• concludes by revisiting the
main points and reinforcing the claim.
Emerging
The argument
• presents a claim
that is vague or unclear and does not adequately explain the issue or provide background details
• presents reasons and evidence that may not logically support the claim or come from credible sources
• concludes by listing the main points of the thesis.
Incomplete
158 SpringBoard® English Language Arts Grade 7
The argument
• establishes clear
relationships between the essential elements of an argument
• uses transitions to link the major sections of the essay and create coherence.
The argument
• demonstrates an
awkward progression of ideas, but
the reader can understand them
• uses some elements of hook, claim, evidence, and conclusion
• spends too much time on some irrelevant details and uses few transitions.
The argument
• states an unclear
claim and does not explain the issue or provide background details
• presents few if any relevant reasons and evidence to support the claim
• includes reasons that are not relevant or sufficient for the evidence
• concludes without restating the claim.
Structure
The argument
• follows a clear
structure with a logical progression of ideas that establish relationships between the essential elements of an argument
• links main points with effective transitions that establish coherence.
The argument
• does not follow a
logical organization
• includes some details and elements of an
argument, but the writing lacks clear direction and uses no transitions to help readers follow the line of thought.
Use of Language
The essay
• uses precise diction
deliberately chosen to inform or to explain the topic
• uses a variety of sentence structures to enhance the explanation
• demonstrates technical command of conventions of standard English.
The essay
• uses appropriate
diction for the information or explanation
• uses a variety of sentence structures
• demonstrates general command of conventions; minor errors do not interfere with meaning.
The essay
• uses informal diction
that is inappropriate at times for the information or explanation
• shows little or no variety in sentence structure
• demonstrates limited command of conventions; errors interfere with meaning.
The essay
• uses informal diction
that is inappropriate
for the purpose
• shows no variety in
sentence structure
• demonstrates
limited command of conventions; errors interfere with meaning.
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