History/Social Studies Argument Text-Based Writing Rubric Based on CCSS Writing 1 grades 11-12

4 3
All of level 3 and Student sourcing, contextualizing, skeptical reading, or corroboration skills are apparent Partial success at 4, or In addition to establishing and maintaining a formal writing style, organizing reasons and evidence logically students Directly answers the prompt Student introduced a unapparent precise knowledgeable claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims pointing out the strengths and limitations of both claims and counterclaims Provides an explanation of the thesis/claim, elaborating on key terms or big ideas related to the thesis/claim Provides thorough and convincing support for the thesis/claim and cites evidence Compares and contrasts your evidence from/with other possible evidence Presents the most varied, and relevant evidence Student challenges counterclaims through mention of author values, and possible bias (Historical frame of reference) in selection of evidence Explains the significance of the thesis/claim in a concluding statement Shows that the evidence/reason is related to the claim it is supposed to support Partial success at 3, or In addition to establishing and maintaining a formal writing style, organizing reasons and evidence logically students Directly answers the prompt Student introduced a unapparent precise thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims pointing out the strengths and limitations of both claims and counterclaims Provides an explanation of the thesis/claim, elaborating on key terms or big ideas related to the thesis/claim Provides support for the thesis/claim and cites evidence Compares and contrasts your evidence from/with other possible evidence Explains the significance of the thesis/claim in a concluding statement Shows that the evidence/reason is related to the claim it is supposed to support Partial success at 2, or Student introduced an unapparent thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims Restates the thesis/claim using varied language Provides support for the thesis/claim that answers the prompt Provides a concluding statement Partial success at 1, or Student introduces a thesis/claim that does not directly answer the prompt Explanation/reasoning is illogical or unrelated Provides uneven support/evidence for the thesis/claim Concluding statement does not point to significance or connect ideas

History/Social Studies Argument Text-Based Writing Rubric

Based on CCSS Writing 1 Grade 10

4 2 1 0 All of level 3 and Student sourcing, contextualizing, skeptical reading, or corroboration skills are apparent Partial success at 4 In addition to establishing and maintaining a formal writing style, organizing reasons and evidence logically students Directly answers the prompt Student introduced a unapparent precise thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims pointing out the strengths and limitations of both claims and counterclaims Provides an explanation of the thesis/claim, elaborating on key terms or big ideas related to the thesis/claim Provides support for the thesis/claim and cites evidence Compares and contrasts your evidence from/with other possible evidence Explains the significance of the thesis/claim in a concluding statement Shows that the evidence/reason is related to the claim it is supposed to support Partial success at 3, or In addition to establishing and maintaining a formal writing style, organizing reasons and evidence logically students Directly answers the prompt Student introduced a unapparent precise thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims pointing out the strengths and limitations of both claims and counterclaims Provides an explanation of the thesis/claim, elaborating on key terms or big ideas related to the thesis/claim Compares and contrasts your evidence from/with other possible evidence Explains the significance of the thesis/claim in a concluding statement Partial success at 2 or, Student introduced an unapparent thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims Restates the thesis/claim using varied language Provides support for the thesis/claim that answers the prompt Provides a concluding statement Partial success at 1, or Student introduces a thesis/claim that does not directly answer the prompt Explanation/reasoning is illogical or unrelated Provides uneven support/evidence for the thesis/claim Concluding statement does not point to significance or connect ideas

History/Social Studies Argument Text-Based Writing Rubric Based on CCSS Writing 1 Grade 6-8 4 2 1 All of level 3 and Student sourcing, contextualizing, skeptical reading, or corroboration skills are apparent Partial success at 4, or Student introduced an unapparent thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims Restates the thesis/claim using varied language Provides support for the thesis/claim that answers the prompt Provides a concluding statement that supports the argument that was presented and mentions significance Partial success at 3 or, Student introduces an unapparent thesis/claim that does not directly answer the prompt Provides uneven support/evidence for the thesis/claim Concluding statement, but it does not point to significance or connect ideas Partial success at 2 or, Student introduces an apparent thesis/claim Students provides limited or uneven support for the thesis/claim Concluding statement merely restates the thesis/claim Partial success at 1