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4

The argument is fully sustained


and consistently and purposefully
focused:

claim is clearly
communicated

claim reflects an
sophisticated understanding
of historical/cultural context
and relevant disciplinary
concepts

argument is unified,
presenting an accurate and
appropriate interpretation of
the events, people, and
The argument is clearly and
effectively developed with
thorough and convincing
support:

clearly develops claim,


including strengths and
limitations

fully addresses alternate and


opposing argument(s),
including strengths and
limitations

development of claim and


counterclaims reflects
understanding of biases in
source materials as well as
those of your audience

uses the most relevant,


specific and significant
evidence to develop
reasoning; weight of the
evidence is compelling

effectively contextualizes
evidence, situating sources
in the historical context

effectively synthesizes

288830535
Schools

3
The argument is adequately
sustained and generally focused:

claim is communicated, but


could be clearer

claim reflects an
understanding of
historical/cultural context and
relevant disciplinary concepts

argument is generally unified,


presenting an accurate
interpretation of events,
people, and issues

2
The argument is somewhat
sustained and may have minor
drifts in focus:

claim is somewhat unclear

claim reflects a limited or


simplistic understanding of
historical/culture context
and/or relevant disciplinary
concepts

argument may be disjointed


or present an interpretation
of events, people, and issues
contains some inaccuracies

The argument is adequately


developed with sufficient support:

develops claim with


evidence, but may fail to
point out limitations

addresses counterclaims,
but may fail to point out
strengths

development of claim and/or


counterclaims reflects
understanding of biases in
source materials but shows
less awareness of bias of your
audience

uses relevant evidence to


develop reasoning; weight of
evidence is sufficient

provides some
contextualization of evidence

uses attempts to integrate


evidence to develop
reasoning

minor errors in evidence do


not substantially affect the
argument

The argument is unevenly


developed and/or provides
uneven or cursory support:

limited development of claim


with insufficient evidence

little or no development of
counterclaims

development of claim and/or


counterclaims reflects little
awareness of bias

evidence may be used


imprecisely, may consist of
vague references, or may be
tangentially relevant; weight
of evidence is insufficient for
claim being made

little contextualization of
evidence

evidence is provided but not


integrated into a clear line of
reasoning

evidence errors detract from


the argument

1
The argument is related to
assignment but provides little or
no focus:

claim may be confusing or


ambiguous; response may be
too brief

claim reflects little


understanding of
historical/culture context
and/or relevant disciplinary
concepts

interpretation of events,
people, and issues contains
many inaccuracies
The argument is unclear or
confusing and/or provides
minimal support:

development of claim is
minimal, absent, in error, or
irrelevant

no counter-claims are
addressed

little or no use of specific


evidence

source references, if used,


may be irrelevant or
inaccurate

little or no development of
reasoning

evidence, if used, contains


repeated errors that
undermine the credibility of
the argument

0
the prompt.An argument gets no credit if it provides no evidence of the students ability to respond to

Development of Argument

Purpose / Focus

Extended Respose Rubric for US History 2 and Civics

2014 All Rights Reserved. New Haven Public

Extended Respose Rubric for US History 2 and Civics

Language and
Conventions
Vocabulary

The argument has a clear and


effective organizational structure:

logical progression of ideas in


which each new element
connects to and builds on
that which precedes it

effective use of a variety of


transitional strategies,
including varied syntax, to
establish and clarify
relationships among ideas

effective introduction and


conclusion for audience and
purpose
The argument clearly and
effectively expresses ideas, using
precise language:

effectively uses academic


and content-specific
vocabulary that is accurate
and appropriate for task

establishes and maintains


a style and tone
appropriate for audience
The argument is generally free of
mistakes in grammar, word
usage, punctuation, capitalization,
and spelling.

288830535
Schools

The argument has an evident


The argument has an inconsistent The argument has little or no
organizational structure:
organizational structure:
discernible organizational
structure:

adequate progression of ideas


uneven progression of ideas

elements of the argument


in which each new element
from beginning to end in
connects to and builds on that
which ideas are inconsistently
are disjointed or
which precedes it
or not clearly connected
disconnected and do not
and/or formulaic approach
build in a logical sequence

adequate use of a variety of

inconsistent or limited use

few or no transitional
transitional strategies,
including varied syntax, to
of transitional strategies
strategies are evident
establish and clarify
to establish and clarify

introduction and/or conclusion


relationships among ideas
relationships among ideas
may be missing

adequate introduction and

introduction and conclusion are


conclusion for audience and
present but dont consider
purpose
audience and purpose
The argument adequately
The argument expresses ideas
expresses ideas, using a mix of
unevenly, using simplistic or
precise and more general
imprecise language:
language:

uses academic and content


uses academic contentspecific vocabulary
specific vocabulary
inaccurately and/or in limited
adequately and accurately
ways

uses a style and tone

style and tone may at times be


appropriate for audience and
inappropriate for audience and
purpose, despite occasional
purpose
The argument contains some
Mistakes in grammar, word usage,
mistakes in grammar, word usage, punctuation, capitalization, and
punctuation, capitalization, and
spelling are frequent and may
spelling, but they do not interfere interfere at times with meaning.
with meaning.

The argument expresses ideas in


vague, unclear, or confusing
language:

uses little to no academic


and/or content-specific
vocabulary

may have little sense of


audience and purpose
Mistakes in grammar, word usage,
punctuation, capitalization, and
spelling are so frequent that
meaning is obscured.

0
An argument gets no credit if it provides no evidence of the students
ability to respond to the prompt.

2014 All Rights Reserved. New Haven Public

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