Accelerated Environmental Science – Position Paper / Debate Response Rubric (Based on the CCSS)
Writing Standard
INTRODUCTION
Introduce precise, knowledgeable
claim(s), establish the significance of
the claim(s), distinguish the claim(s)
from alternate or opposing claims, and
create an organization that logically
sequences claim(s), counterclaims,
reasons, and evidence.
4
3
2
1
A student’s introduction will
accomplish the following:
1. introduce their argument
2. distinguish their argument from
other reasonable arguments
3. provide a brief framework for
the defense of their argument.
A student’s introduction will
accomplish the goals below, but
ONE of the following is vague and/or
incomplete:
1. introduce their argument
2. distinguish their argument from
other reasonable arguments
3. provide a brief framework for
the defense of their argument.
A student’s introduction will
accomplish the goals below, but
TWO or THREE of the following are
vague, incomplete and/or missing:
1. introduce their argument
2. distinguish their argument from
other reasonable arguments
3. provide a brief framework for
the defense of their argument.
A student’s introduction will
accomplish the goals below, but all
of the following are incomplete
and/or missing:
1. introduce their argument
2. distinguish their argument from
other reasonable arguments
3. provide a brief framework for
the defense of their argument.
The body of the response will
accomplish the following:
1. supports their claims with
evidence
2. acknowledge and defend
shortcomings in their arguments
3. argue against other possible
viewpoints with evidence
The body of the response will
accomplish the goals, but ONE of the
following is vague and/or incomplete:
1. supports their claims with
evidence
2. acknowledge and defend
shortcomings in their arguments
3. argue against other possible
viewpoints with evidence
The body of the response will
accomplish the goals, but TWO or
THREE of the following is vague,
incomplete and/or missing:
1. supports their claims with
evidence
2. acknowledge and defend
shortcomings in their arguments
3. argue against other possible
viewpoints with evidence
The body of the response will
accomplish the goals, but all of the
following are incomplete and/or
missing:
1. supports their claims with
evidence
2. acknowledge and defend
shortcomings in their arguments
3. argue against other possible
viewpoints with evidence
The students response will
demonstrate:
1. proper use of vocabulary
2. proper sentence construction
3. connections between
arguments and evidence
4. connections between claims
and counterclaims
5. a formal scientific tone
The students response will
demonstrate the skills below,
however ONE or TWO skills may
have minor issues:
1. proper use of vocabulary
2. proper sentence construction
3. connections between
arguments and evidence
4. connections between claims
and counterclaims
5. a formal scientific tone
The students response will
demonstrate the skills below,
however THREE to FOUR skills may
have minor issues or ONE or TWO
may not be evident:
1. proper use of vocabulary
2. proper sentence construction
3. connections between
arguments and evidence
4. connections between claims
and counterclaims
5. a formal scientific tone
The students response will
demonstrate the skills below,
however all skills have minor issues
and/or THREE or MORE may not be
evident:
1. proper use of vocabulary
2. proper sentence construction
3. connections between
arguments and evidence
4. connections between claims
and counterclaims
5. a formal scientific tone
A student’s concluding paragraph will
include:
1. a summary of arguments
2. identification of key evidence
3. a clear reassertion of position
A student’s conclusion will
accomplish the goals below, but
ONE of the following is vague and/or
incomplete:
1. a summary of arguments
2. identification of key evidence
3. a clear reassertion of position
A student’s conclusion will
accomplish the goals below, but
TWO or THREE of the following are
vague and/or incomplete:
1. a summary of arguments
2. identification of key evidence
3. a clear reassertion of position
A student’s conclusion will
accomplish the goals below, but all
of the following are incomplete
and/or missing:
1. a summary of arguments
2. identification of key evidence
3. a clear reassertion of position
(CCSS.ELA-Literacy.W.11-12.1a)
BODY
Develop claim(s) and counterclaims
fairly and thoroughly, supplying the
most relevant evidence for each while
pointing out the strengths and
limitations of both in a manner that
anticipates the audience’s knowledge
level, concerns, values, and possible
biases.
(CCSS.ELA-Literacy.W.11-12.1b)
READABILITY
Use words, phrases, and clauses as
well as varied syntax to link the major
sections of the text, create cohesion,
and clarify the relationships between
claim(s) and reasons, between reasons
and evidence, and between claim(s)
and counterclaims.
Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
(CCSS.ELA-Literacy.W.11-12.1c and d)
CONCLUSION
Provide a concluding statement or
section that follows from and supports
the argument presented.
(CCSS.ELA-Literacy.W.11-12.1e)