Civics Contemporary Issue Essay Rubric

REWRITE

Exceeds
(4)

Thesis/Claim
Makes a claim about a
local issue, taking a
position.

Use of Analysis

Meets
(3)

Thesis/Claim is precise, thorough, and distinguished Thesis/Claim is precise and knowledgeable, and
from alternate or opposing claims
answers the prompt (W1)

Nearly Meets
(2) NEEDS REWRITE
Thesis/Claim may be unclear or irrelevant, and/or
may not answer prompt

Analysis skillfully and logically develops specific Analysis adequately develops specific claims in
Analysis does not adequately develop specific
claims in cited texts, assessing whether the
cited texts, assessing whether the reasoning is valid claims in cited texts, and instead summarizes.
reasoning is valid and the evidence is relevant and and the evidence is relevant and sufficient.
sufficient.

NEEDS
(1)
Thesis/Claim is missing
Analysis does not develop specific
claims in cited texts, and instead
summarizes.

Use of Evidence

Develops the topic thoroughly by selecting the most Develops the topic by selecting significant and
Attempts to develop the topic using facts and other Does not develop the topic by
significant and relevant facts, concrete details,
relevant facts, concrete details, quotations, or other information, but evidence is inaccurate, irrelevant, selecting information and examples
Three reliable, reputable quotations, or other information and examples from information and examples from the text(s).
and/or insufficient.
from the text(s).
sources used, including at the text(s).
Integrates information into the text selectively to
Attempts to integrate information into the text to
Does not integrate information from
least one statistic.
Skillfully integrates information into the text
advance the thesis.
advance the thesis, but information is insufficient or the text.
selectively to maintain the flow of ideas and
Evidence mostly cited correctly (MLA).
irrelevant.
Evidence is not cited correctly.
advance the thesis.
Evidence is mostly not cited correctly (MLA).
Evidence always cited correctly (MLA).
Sources used are unclear or
Several different sources are used, though they may Only one type of source is used AND lack variety in inappropriate for topic.
A variety of different types of sources are used,
be of the same type.
information presented, OR only one source is used. Sources used are not academic,
Multiple
including data as well as text.
Most sources are reliable, though they may be
Sources are unreliable, extremely biased, or based inappropriate for purpose, and are
Sources
Student vets all sources for reliability before using. biased.
solely on opinion rather than fact.
unreliable.
Student is selective in using the sources to support Sources are used to support claim or topic.
Sources are used in conjunction with claim or topic, Sources are not used to support claim
claims or topics.
Citation instructions are followed with few minor but do not strongly and clearly support.
or topic.
The sources clearly and thoroughly support claim errors.
Citation instructions are partially followed.
No citations are given; instructions
or topic.
are not followed.
Citation instructions are followed exactly.

Organization

Writing Style
Language and
Vocabulary
Conventions

Organization skillfully sequences the claim(s),

counterclaims, reasons, and evidence.
Provides thorough background, definitions,
and/or historical information in the introduction.
Provides body paragraphs with clear and
distinct topics covered in each.
Without needless repetition, provides a
concluding paragraph that skillfully supports the
argument presented.

Organization skillfully sequences the claim(s),

counterclaims, reasons, and evidence.
Provides adequate background, definitions,
and/or historical information in the introduction.
Provides body paragraphs with mostly focused
topics covered in each.
Without needless repetition, provides a
concluding paragraph that adequately supports the
argument presented.

Organization does not provide a logical sequence of

the claim(s), counterclaims, and evidence.
Does not provide adequate background, and/or
historical information in the introduction.
Provides body paragraphs with unfocused
topics covered in each.
Provides needless repetition in a concluding
paragraph that inadequately supports the argument
presented.

Does not provide logical organization

Does not use precise language.

Uses mostly simple sentences.
Does not use style appropriate to
purpose and audience:
Uses precise language and vocabulary that Uses precise language and vocabulary that is: Uses precise language and vocabulary that is Is not formal
is:
At grade-level word choice
not:
At- or above-grade-level word choice
At grade-level word choice
Somewhat domain-specific, and
Domain-specific, and
Domain-specific, and
Uses some varied sentence types.
Conventions errors impede
Uses varied sentence types.
Uses varied sentence types.
Mostly Formal
readability substantially.
Always formal
Formal
Correct past or present tense.
1st/3rd-person
Grammar, usage, punctuation, spelling,
Grammar, usage, punctuation, spelling,
Nearly perfect application of grammar, usage, and capitalization errors do not impede
and capitalization errors impede readability.
punctuation, spelling, and capitalization. readability.
Mostly incorrect past or present tense.
Correct past or present tense.
Mostly correct past or present tense.
Many lapses in 1st/3rd-person
1st/3rd-person
Some lapses in 1st/3rd-person.

Score for this draft: _______/12

revised score.

*Please attach your revised essay to all previous drafts and rubrics for a