Task Criteria – Text-based Argument Rubric What is this essay (paragraph) about BUT MUST be related to the prompt or question asked Precise language - ? Descriptive language - ? Authoritative voice - ? Persona - ?   Establishes a Context Must meet standard on this expectation to meet the overall standard Selects and summarizes key ideas to establish context appropriate to audience by using tools such as precise language, descriptive language, authoritative voice and/or persona. W.9-12.1&2  

Task Criteria – Text-based Argument Rubric Interpretative claim/assertion – your position/opinion on the matter – but must be supported Valid thesis – arguable point – not generally accepted knowledge Related to the prompt/question   Establishes a Context Must meet standard on this expectation to meet the overall standard *Establishes an interpretive claim/assertion in the form of a valid thesis when responding to a given prompt. W.9-12.1&2  

Task Criteria – Text-based Argument Rubric Critical Thinking   Must meet standard on this expectation to meet the overall standard *Develops precise and logical claims (and counterclaims when appropriate) by clarifying and analyzing the relationships between claims, reasons, and evidence. W.9-10.1b, c - Your claim (counterclaim) must make sense and be focused Claim - ? Reason - ? Evidence - ? These 3 concepts MUST be connected  analysis must have the how and why of the connection!  

Task Criteria – Text-based Argument Rubric Critical Thinking   Must meet standard on this expectation to meet the overall standard *Interprets text by making valid inferences and drawing credible claims/conclusions based on an accurate reading of the text(s). W.9-10.1a,2a,b; RI9-10.2-6; RL.9-10.1-6,&10 Read text closely for accuracy – this is why annotating and analysis of text is important Tell reader what the text is about Read “between the lines” – what is explicitly said and what is implied  

Task Criteria – Text-based Argument Rubric Critical Thinking   Must meet standard on this expectation to meet the overall standard *Supports interpretation and conclusions by selecting significant, relevant, and sufficient evidence (e.g. facts, extended definitions, concrete details, strong and thorough textual evidence, and prior knowledge) appropriate to the audience’s knowledge of the topic, accurately citing evidence when appropriate. W.9-10.2b,8,9; RI9-10.1; RL.9-10.1-3,&10 Must have evidence to support your claim – we give you examples Significant – evidence must be IMPORTANT to your claim Relevant - evidence must be clearly applicable or connected to your argument Sufficient – enough? Know your audience and cite, if necessary  

Task Criteria – Text-based Argument Rubric Critical Thinking   Must meet standard on this expectation to meet the overall standard Accurately uses general academic and/or domain-specific language that clarifies and supports purpose. L.9-12.6 Does not mean to simply use big words (got that Ross?) Use the language of the discipline  “The early human depicted…” rather than “The guy shown…” “Ethics and morality demand…” rather than “The right thing to do…”  

Task Criteria – Text-based Argument Rubric Produces Clear and Coherent Writing Provides organization appropriate to task, purpose, and audience with a clear and coherent opening, body, transitions, and a conclusion that follows from and supports the argument presented. W.9-12.1-4 Have opening paragraph, body, and closing that logically flows with appropriate transitions between ideas Makes the argument clear, not confusing to reader  

Task Criteria – Text-based Argument Rubric Be the impartial expert AND DO NOT USE FIRST OR SECOND PERSON EVER!!!!!!!! Produces Clear and Coherent Writing Establishes a formal style and objective tone while attending to the discipline-specific writing norms and conventions. W.9-12.1d; 2e  

Task Criteria – Text-based Argument Rubric - What it says! What is the document about Consider the source – is there a bias? what is the author trying to do? what is the author’s agenda? Discipline – specific and task requirements Read, annotate, and analyze ALL documents Identifies the central question(s) or issue(s) in the informational text. NCHS 2C   Addresses the purpose, perspective, and/or point of view of the informational text. NCHS 2F, W-10-3.2