This document provides a rubric for evaluating argument writing based on the Common Core State Standards. It evaluates elements such as clear claims with reasons, evidence to support claims and reasons, explanation of information presented, conclusion, formal tone and style, organization and transitions, and mechanics such as spelling and grammar. For each element, it provides descriptors to evaluate the writing at different levels from needs improvement to mastery.

1. Common Core State Standards: Argument Writing (W.9-12.1)
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Element:
Needs
Improvement
1
Fair
2
Strong
3
Mastery
4
Clear Claim(s) With
Reasons Claim(s) is unclear.
Claim(s) is clear, but
reasons are absent or
incomplete.
Claim(s) is clearly
stated and reasons are
present.
Claim(s) is clearly
stated and reasons are
strong.
Evidence
Claim(s) is not
supported. No evidence
provided.
Attempts to support
claim(s) and reasons,
but information is
unclear or
inaccurate.
Supports claim(s) and
reasons with facts and
details.
Supports claim(s) and
reasons with strong,
accurate facts and
thorough details.
Explanation
Little explanation
and no analysis of the
information presented.
Explanation
attempts to discuss the
information but is
unclear at times.
Clear explanation that
discusses most of the
information presented.
Clear and concise
explanation that
thoroughly discusses
the information
presented.
Conclusion
Little explanation
and no analysis of the
information presented.
Explanation attempts to
discuss the information
but is unclear at times.
Clear explanation that
discusses most of the
information presented.
Clear and concise
explanation that
thoroughly discusses
the information
presented.
Formal Tone and Style Informal language
present throughout.
Some informal
language and elements
(e.g., contractions).
Writing attempts to
maintain a formal and
objective tone.
Writing maintains a
formal and objective
tone throughout.
Organization and
Transitions
Little to no attempt at
organization.
Attempts to
organize ideas, but
transitional
language needs
to be added.
Organizes ideas in
a logical way. Some
transitional
language used.
Strong organization
and transitional
language used
throughout.
Mechanics (Spelling
and Grammar)
Mechanical errors
throughout.
Mechanical errors
distract at times.
A couple errors
present, but they do
not distract.
Mechanics reflect
careful editing.
Catlin Tucker is a Google Certified Teacher teaching English at Sonoma County’s Windsor High
School. She is a curriculum designer, speaker, and author of Blended Learning in Grades 4-12:
Leveraging the Power of Technology to Create Student-Centered Classrooms.