Argument Rubric (9-10)
5 Advanced
Criterion
CLAIM
The text introduces a
clear, arguable claim that
can be supported by
reasons and evidence.
EVIDENCE AND
REASONING
The text provides sufficient
evidence and explanation
to back up the claim as
well as a conclusion that
supports the argument.
ORGANIZATION AND
COHESION
The text creates cohesion,
and clarifies the
relationships between the
claim and reasons,
between reasons
and evidence, and
between claims
4 Skilled
(above grade level)
Insightfully addresses all aspects of
the prompt
Introduces a compelling and precise
claim that is clearly arguable and
takes a purposeful position on an
issue.
Skillfully orients reader to topic(s)
relative to claim
Convincing and relevant evidence to
back up the claim
Persuasive and valid reasoning to
connect evidence with claim(s)
Convincingly refutes specific
counter-claim(s)
Seamlessly and effectively integrates
and cites credible sources and/or
textual evidence
Provides a meaningful and
reflective conclusion which draws
from and supports claim(s)
The structure and organization is
carefully crafted to support the claim.
Includes purposeful and logical
progression of ideas from beginning
to end
Creates cohesion through skillful use
of linking words, phrases, and clauses
within and between paragraphs
3 Proficient
(at grade level)
Competently addresses all aspects
of the prompt
Introduces a precise claim that is
clearly arguable and takes an
identifiable position on an issue.
Orients reader to topic(s) relative
to claim
Sufficient and relevant evidence to
back up the claim
Valid reasoning to connect
evidence with claim(s)
Competently refutes specific
counter-claim(s)
Competently integrates and cites
credible sources and/or textual
evidence
Provides a meaningful conclusion
that follows from and supports
claim(s)
The structure and organization is
effective and aligned with the
claim.
Includes logical progression of
ideas from beginning to end
Creates cohesion by using linking
words, phrases, and clauses within
and between paragraphs
(meets grade level minimum)
Superficially addresses all aspects
of the prompt
Introduces a claim that is arguable
and takes a position.
Partially orients reader to topic(s)
relative to claim
Sufficient evidence to back up the
claim
Some valid and accurate reasoning
to connect evidence with claim(s)
Minimally refutes specific counter-
claim(s)
Integrates and cites credible or
adequate sources and/or textual
evidence
Provides a conclusion that follows
from and supports claim(s)
The structure and organization is
aligned with the claim.
Includes adequate progression of
ideas from beginning to end
Creates some cohesion through
basic linking words, phrases, and/or
clauses within or between
paragraphs
2 - Developing
Partially addresses aspects of the
prompt
Contains an unclear or emerging
claim that suggests a vague
position.
Inadequately orients reader to
topic(s) relative to claim
Evidence attempts to back up the
claim
Limited, simplistic and/or flawed
reasoning to connect evidence with
claim(s)
Acknowledges alternate or
opposing claim(s)
Ineffectively integrates and cites
sources and/or textual evidence
Provides a conclusion which
repetitively or partially supports
claim(s)
The structure and organization
attempts to support the position.
Includes uneven progression of
ideas from beginning to end
Uses limited and/or inappropriate
linking words, phrases, or clauses
1 - Inadequate
Minimally addresses some
aspects of the prompt
Contains an unidentifiable
claim or vague position
Fails to orient reader to
topic(s) relative to claim
Limited evidence related to
the claim
Reasoning is missing or does
not connect evidence with
claim(s)
Fails to acknowledge
alternate or opposing
claim(s)
Incorrectly integrates or cites
sources and/or textual
evidence that may not be
credible
Provides an inadequate
conclusion
Limited structure and
organization
Uses few to no linking
words, phrases, or clauses
Includes little or no
discernible organization of
ideas
and counterclaims.

Presents an engaging, formal and Presents an appropriate, formal Presents a formal and objective Illustrates a limited awareness of Limited awareness or
STYLE & LANGUAGE: objective tone. and objective tone. tone. formal tone. inconsistent tone.
Consistently addresses the audiences Anticipates the audiences Considers the audiences knowledge Illustrates an inconsistent awareness Lacks an awareness of the
The text presents a knowledge level and concerns about knowledge level and concerns level and concerns of the audiences knowledge level audiences knowledge level
formal, objective tone, and the claim and concerns and concerns
anticipates the audiences
knowledge level and
concerns
Uses purposeful and varied sentence Uses correct and varied sentence Uses mostly correct and some varied Uses limited and/or repetitive Lacks sentence mastery (has
GRAMMAR AND USAGE structure structure sentence structure sentence structure fragments/ run-ons)
Contains minimal to no errors in grammar, Contains few, minor errors in Contains some errors in grammar, Contains numerous errors in Contains serious and pervasive
punctuation, spelling, capitalization grammar, punctuation, spelling, punctuation, spelling, capitalization grammar, punctuation, spelling, errors in grammar, punctuation,
The text uses correct
Utilizes precise and sophisticated capitalization which may cause confusion capitalization which cause spelling, capitalization
English grammar, Utilizes strong and grade-level Usually utilizes grade-level appropriate confusion Utilizes incorrect and/or
word choice
capitalization, Utilizes vague or basic word choice
appropriate word choice word choice simplistic word choice.
punctuation, and
spelling.