1. 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 &2

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 &2

3. 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 b, 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!

4. 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 a,2a,b; RI ; RL ,&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

5. 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 b,8,9; RI9-10.1; RL ,&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

6. 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
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…”

7. 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
Have opening paragraph, body, and closing that logically flows with appropriate transitions between ideas
Makes the argument clear, not confusing to reader

8. 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 d; 2e

9. 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