Sparta High School Writing Rubric
Applies to Argumentative Writing Assessments
Score
Exemplary
4 – Exceeds Standard
Focuses precisely on clearly articulated
argument and addresses all facets of the
assignment completely
Content
CCSS: W.1a-e
Effectively anticipates and considers
audience’s knowledge level, concerns,
values and possible biases
Effectively establishes significance of claims
and employs factual evidence that clearly
pushes depth of topic
Manipulates counterclaim(s) with consistently
strong information
Clear, possibly complex, relationships among
appropriate supporting claims that unite the
argument
Organization
CCSS: W.4
Introduction/topic sentence effectively
establishes tone and states strong thesis
Consistently uses transitions to clarify
relationships and push logic
Powerful conclusion promotes reflection on
relevance of topic
Precise, sophisticated syntax appropriate for
topic and audience
Voice and Style
CCSS: W4, W5
Presentation
CCSS: W6
Research and
Citation (if
applicable) CCSS: W8
Language is concise, challenging, domainspecific and commanding; effective use of
rhetorical devices
Command of grammar, capitalization,
punctuation and spelling with no errors that
interfere with meaning
Effective
3 – Meets Standard
Maintains focus on articulate controlling
argument and addresses all facets of
assignment, though may be inconsistent
Developing
2 – Needs Improvement
Inconsistent focus or unclear argument and
addresses most facets of assignment
Adequately considers audience’s knowledge
level, concerns, values and possible biases
Inconsistent consideration of audience’s
knowledge level, concerns, values and
possible biases
Adequately establishes significance of
claims and employs factual evidence that
conveys knowledge of topic
Partially establishes significance of claims
and employs evidence that is uneven and
possibly redundant
Information is clear and anticipates possible
opposition/counterclaims
Information lacks sufficient clarity and
mentions possible opposition
Logical relationships among generally
appropriate and coherent supporting claims
Inconsistent sequence of support that limits
the effectiveness of claims or hampers unity
of argument
Introduction/topic sentence adequately
establishes tone and states effective thesis
Generally uses transitions to clarify
relationships and create cohesion
Conclusion refers to thesis and completes
argument
Consistent sentence structure variety that
suggests command
Precise language interspersed with domainspecific vocabulary; use of rhetorical devices
Effective grammar usage, capitalization,
punctuation and spelling with some errors
that do suggest lack of command
Limited introduction/topic sentence that fails
to establish tone or state clear thesis
Inconsistent use of basic transitions
Summarizes rather than concludes
Some sentence structure variety that shows
developing voice
Simple or inaccurate language; lacks
domain-specific vocabulary
Pattern of errors in grammar, capitalization,
punctuation and spelling that may obscure
meaning
Limited
1 - Emerging
Limited focus or imprecise/obvious
argument and fails to address many facets
of assignment; insufficient length of
response
Fails to consider audience’s knowledge
level, concerns, values and possible biases
Erroneous or off-topic claims; evidence is
from unreliable source or used in incorrect
context
Information provided does not address
topic or is inaccurate
Sequence of support lacks structure;
supporting details are ineffective,
inaccurate or vague
Absent or ineffective introduction/ topic
sentence that fails to address topic
Uses basic transitions inconsistently;
employs flawed ideas that mar focus
Ending is imprecise or unconnected
Little or uneven sentence structure variety
Language below grade-level expectations
Pattern of errors in grammar, capitalization,
punctuation and spelling that interferes with
meaning
Informal tone marred by use of slang or
jargon
Manipulates tone to steer audience
inconspicuously
Maintains appropriate tone consistently
Conversational tone that might be
prescriptive
Perfect heading, spacing, font size and style,
indents, margins, and pagination
Nearly flawless heading, spacing, font size
and style, indents, margins, and pagination
Generally correct heading, spacing, font size
and style, indents, margins, and pagination
Errors with heading, spacing, font size and
style, indents, margins, and pagination
Sources are integrated seamlessly;
Provocative sources cited correctly
Signal phrases introduce sources;
Valid sources cited correctly
Sources are dropped into paper;
Some concerns with source validity/citations
Insufficient use of source materials;
Ineffective sources or insufficient citations