Writing Rubric: Common Core Standards, Grades 6-12: Social Studies, Science, Technical Subjects

1. Writing Rubric: Common Core Standards, Grades 6-12: Social Studies, Science, Technical Subjects Type: Argumentation Pre-Novice Novice Semi-Pro Pro Effectively does TWO of the following: State importance of issue Make a claim Acknowledge opposing claim(s) Effectively does NONE of the following: State importance of issue Make a claim Acknowledge opposing claim Effectively does ONE of the following: State importance of issue Make a claim Acknowledge opposing claim(s) Effectively does ALL of the following: State importance of issue Make a claim Acknowledge opposing claim(s) Writing an introduction Mentions, but does not develop, sufficient evidence; Does not attend to opposing claim(s) Developing an argument Develops claims and opposing claims thoroughly and fairly with evidence: facts, stats, reasons, examples, anecdotes No relevant facts, statistics, reasons, or evidence. Good start toward developing claims and opposing claims; Includes some substantial evidence Expressing relationships between ideas All or mostly simple sentences with no or very few transition words and conjunctions used No paragraphing Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices A few organizational structures and transitional words Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs Using Tier II and II vocabulary No Tier II or III vocabulary used Sufficient, appropriate use of Tier II and III language throughout A few Tier II and II vocabulary used Tier II and III vocabulary are evident, but there are several instances where Tier II vocabulary should be used instead of Tier I Overall tone is too informal, including some or all of: “texting” abbreviations, slang, messiness, errors in spelling, punctuation, grammar Using formal writing tone Good attempt at formal writing style and proofreading, but a few glaring errors indicate that more careful proofreading is needed Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Attempt at formal writing style, but needs more proofreading and/or care in presentation Writing a conclusion no conclusion Good start toward a strong conclusion that follows from the evidence and makes an impact on the reader Sketchy conclusion that just restates the claim and/or the issue; does not make an impact on the reader Strong conclusion that follows from the evidence presented and makes an impact on the reader Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com

2. Writing Rubric: Common Core Standards, Grades 6-12: Social Studies, Science, Technical Subjects Type: Explanatory Pre-Novice Novice Semi-Pro Pro Effectively does BOTH of the following: Clarify the topic; Preview how it will be developed Effectively does BOTH of the following: Clarify the topic; Preview how it will be developed with headings and sub-headings Effectively does NEITHER of the following: Clarify the topic; Preview how it will be developed Effectively does ONE of the following: Clarify the topic; Preview how it will be developed Writing an introduction Explaining the information Thorough presentation of facts, including graphics such as well- explained charts, tables, and/or other visuals No or few relevant facts, definitions, concrete details, quotations, examples Some relevant facts, definitions concrete details quotations, examples Good start toward presenting relevant facts, definitions, concrete details, quotations, examples Expressing relationships between ideas All or mostly simple sentences with no or very few transition words and conjunctions used No paragraphing Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices A few organizational structures and transitional words Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs Using Tier II and II vocabulary No Tier II or III vocabulary used Sufficient, appropriate use of Tier II and III language throughout A few Tier II and III vocabulary used Tier II and III vocabulary is evident, but there are several instances where Tier II vocabulary should be used instead of Tier I Overall tone is too informal, including some or all of: “texting” abbreviations, slang, messiness, errors in spelling, punctuation, grammar Using formal writing tone Good attempt at formal writing style and proofreading, but a few glaring errors indicate that more careful proofreading is needed Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Attempt at formal writing style, but needs more proofreading and/or care in presentation Writing a conclusion Good start toward a strong conclusion that explains the importance of the information No or very sketchy conclusion Some attempt at a conclusion that leaves the reader with a sense of closure Strong conclusion that clearly summarizes the information and explains its importance Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com