I also write--again, not always well. I share what I've published with my students, but I also share what I've written at all steps of my own writing process, asking for their input. To be perfectly blunt, it's my willingness to make sure I have a teacher model of so many writing assignments that makes me a stand-out teacher in realm known as Language Arts. I'm certainly not the world's greatest writing teacher, and I am certainly not a very good writer myself, and I so completely understand how difficult it is for other teachers to commit to the extra time teacher modeling adds to our prep work.
Proficient The writer introduces why a solution is needed, however, the reason why the problem needs a solution can be more clear.
Adequate The writer introduces why a solution is needed, however, he or she does not generalize why the solution needs to be solved and gives details instead. Developing The writer does not introduce a solution and does not explain why the problem needs a solution.
Details of the Solution Masterful The writer poses a major solution to the problem and uses 3 or more details to support his or her solution. Proficient The writer poses a major solution to the problem and uses 1 to 2 details to support his or her solution.
Adequate The writer poses a solution but does not use details to back up his or her solution to the problem. Developing The writer does not pose a solution or the solution the writer poses is unrealistic and cannot be supported.
Objection Masterful The writer was able to see an objection to his or her solution and refute the objection with three details to support his or her original solution. Proficient The writer was able to see and objection to his or her solution and refute the objection with 1 or 2 details to support his or her original solution.
Adequate The writer was able to see and objection to his or her solution but did not refute the objection by supporting his or her original solution.
Developing The writer did not form an objection and did not refute the objection.iRubric PC8CB9: The attached rubric supports Writing Standard 1 under the Common Core State Standards.. Free rubric builder and assessment tools.
Rubric for Argument Writing—Seventh Grade Grade 5 (1 POINT) PTS Grade 6 (2 POINTS) PTS Grade 7 (3 POINTS) PTS Grade 8 (4 POINTS) SCORE STRUCTURE Overall The writer made a claim or thesis on a topic or text, supported it with reasons, and provided a variety of evidence for each reason.
CPL ELA 7th/8th Rubric Alignment to CCSS Strand 7th Grade Standards 8th Grade Standards Writing 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically.
Comments: Grade Equivalent: A= 13 - 15 points B= 10 - 12 points C = 7 - 9 points Grade: _____ Rubric for the Assessment of the Argumentative Essay. Title: Argumentative essay rubric Author: Carol Jackson Created Date. Course materials, exam information, and professional development opportunities for AP teachers and coordinators.
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