TCRWP Informational Reading and Argument Writing Rubric- Seventh Grade
Seventh Grade
Reading Rubric
Assessing Tasks 1, 2, and 3
Determining Importance:
Main Idea
R. Standard 7.2
Determine two or more
central ideas in a text and
analyze their development
over the course of the text;
provide an objective
summary of the text.
Analysis of Development
R. Standard 7.2
Determine two or more
central ideas in a text and
analyze their development
over the course of the text;
provide an objective
summary of the text.
Accountability to the Text
R. Standard 7.1
Cite several pieces of textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
text.
Level 1Novice
Level 2Intermediate
Level 3Proficient
Level 4Above Proficient
Writes a summary in
which a main but not
central idea of the text is
named, missing key
elements of the text
which may be more
implicit. (i.e. “Animals
need a natural habitat.”)
Writes a summary in
which the writer names a
central idea that is
developed explicitly and
implicitly throughout most
of the text. (i.e. “It’s
harmful to animals to keep
them in the classroom.”)
Determines two or more
central ideas in a
text…provides an objective
summary of the text.
Writes a summary in which the
writer determines an overarching,
implicit central idea and analyzes
its relationship to other supporting
ideas within the text.
It is sometimes hard to
tell whether the writer is
writing about the topic
him/herself or
summarizing the text.
Makes clear what the text
itself suggests on the given
topic, clearly
distinguishing the
summary from the writers’
opinions or judgments.
Attempts an analysis of
two or more central ideas.
May only analyze one
central idea, or may mostly
explain rather than analyze
the use of details and
examples in the text.
Explains how particular
details convey a central
idea, noting mostly
explicit connections.
Some details are
mentioned without
explanation of their role
in the text.
Cites some evidence that
only tangentially
connects to an idea in the
text.
Or, refers to evidence in
the text without citing.
Cites textual evidence that
supports the analysis of
one or more central ideas
in the text. The evidence
may mostly support
analysis of explicit
sections of the text.
Writes a summary in which the
writer names two or more
central ideas that are developed
explicitly and implicitly in the
text.
Provides an objective summary
of the text by clearly focusing
on the ideas and evidence
found in the text.
Analyzes the development of
two or more central ideas
over the course of a text.
Analyzes how two or more
central ideas are introduced
and, through the use of details
and examples, build across the
text.
Cite several pieces of textual
evidence…
In an analysis of the text, cites
multiple pieces of text
evidence to analyze the
development of explicit and
implicit messages and ideas in
the text.
Provides an objective and
insightful summary of the text,
describing less obvious ideas and
the evidence that supports them.
Analyzes how an implicit
overarching idea develops across
the text, including describing
some of the ways in which
supporting ideas, reasons and
evidence help build this idea.
It is clear that the reader has
selected the most relevant and
supportive text evidence to cite in
his/her analysis.
1
TCRWP Informational Reading and Argument Writing Rubric- Seventh Grade
Seventh Grade Scoring Guide: Reading Tasks (1, 2 and 3)
Note: please use this rubric three times to score Task 1 (viewing and summarizing a video text), Task 2 (reading and summarizing a less complex text) and
Task 3 (reading and summarizing a grade-level complex text). Please keep the scores for each task separate, to be able to think through where a student’s
strengths and needs lie.
In each row, circle the descriptor in the column that matches the student work. Total the number of points according to the guidelines below.
Use the provided table to score each student on scale from 0 – 4.
For each response in column one, students receive one point.
For each response in column two, students receive two points.
For each response in column three, students receive three points.
For each response in column four, students receive four points.
Scoring Table:
Number of
Points
No response
1-4 points
5-7 points
8-10 points
11-12 points
Scaled Score
0
1
2
3
4
2
TCRWP Informational Reading and Argument Writing Rubric- Seventh Grade
Seventh Grade
Writing Rubric
Assessing Task 3
Focus/Structure:
Introduces claims;
Acknowledges alternate or
opposing claims;
Provides a concluding
statement
W. Standard 7.1
Write arguments to support
claims with clear reasons and
relevant evidence.
a. Introduce claim(s),
acknowledge alternate or
opposing claims, and organize
the reasons and evidence
logically.
Focus/Structure: Creates an
organizational structure
W. Standard 7.1
Write arguments to support
claims with clear reasons and
relevant evidence.
a. Introduce claim(s),
acknowledge alternate or
opposing claims, and organize
the reasons and evidence
logically.
Level 1Novice
Level 2Intermediate
Level 3Proficient
Level 4Above Proficient
Introduces a claim and
provides brief context
for the topic of the
argument.
Orients the reader,
including some context for
the topic of the argument
and a statement of a claim.
Introduces claim(s).
Crafts an introductory passage
that engages the reader in the
most crucial elements of the
topic, through the use of a variety
of persuasive techniques.
Does not acknowledge
alternate or opposing
claims.
Acknowledges alternate or
opposing claims in such a
way that the central claim
is confused, or so briefly
that the alternate positions
are not made clear.
Orients and engages the reader
in the topic. Crafts a claim that
takes a nuanced stance on the
topic.
Some sections are more
organized than others.
Organizes reasons and
evidence clearly.
Organizes reasons and
evidence logically.
The structure of the
argument is not always
clear.
Connections between
reasons and evidence are
clear, though not ordered
or organized logically or in
a purposeful progression.
Uses logical principles to
organize reasons and evidence,
demonstrating that the writer
has considered the order of the
reasons and evidence and how
they will be grouped.
Acknowledges alternate or
opposing claims.
Acknowledges alternate or
opposing claims, maintaining a
distinction between these and the
writer’s primary claim.
Either in the introductory
passage, or elsewhere in the
argument, acknowledges
alternate or opposing claims.
Organizes the essay into reasons
and evidence, each section of
which is supported by facts and
details. There is internal cohesion
to each section and overall
cohesion across the whole of the
essay.
3
TCRWP Informational Reading and Argument Writing Rubric- Seventh Grade
Seventh Grade
Writing Rubric
Continued
Elaboration:
Supporting Evidence
W. Standard 7.1
Write arguments to support
claims with clear reasons and
relevant evidence.
b. Support claim(s) with
logical reasoning and relevant
evidence, using accurate,
credible sources and
demonstrating an
understanding of the topic or
text.
W. Standard 7.1
Write arguments to support
claims with clear reasons and
relevant evidence.
e. Provide a concluding
statement or section that
follows from and supports the
argument presented.
Level 1Novice
Level 2Intermediate
Level 3Proficient
Level 4Above Proficient
Supports a claim with
reasons and evidence.
Reference to sources is
general or inconsistent.
Supports a claim with clear
reasons and evidence,
citing at least one provided
source.
Supports claims with convincing
reasons that strengthen the
writer’s stance and that are based
on multiple, accurate citations of
strong textual evidence.
It is unclear whether the
writer understands the
more nuanced points of
the topic – there is not
enough elaboration to
give an account of
multiple sides of the
issue; or there is
conflicting information
that remains unresolved
by the writer.
The writer demonstrates an
understanding of the topic,
but the reasons supporting
the claim are not always
anchored by strong, cited
evidence.
Support claim(s) with logical
reasoning and relevant
evidence, using accurate,
credible sources and
demonstrating an
understanding of the topic or
text.
Writes a concluding
statement or section that
mostly follows from the
argument. The
conclusion may be too
brief to truly wrap up the
different strands of the
argument, or may
introduce tangential
information that detracts
from the cohesion of the
piece.
Provides a concluding
statement that follows
from the argument. Any
elaboration does not
conflict with the central
argument and its supports.
Supports claims with
convincing reasons that are
supported by accurate citations
of strong textual evidence from
more than one provided source.
Uses a variety of forms of
elaboration to illuminate the
value of the evidence and its
relevance to the argument.
Provide a concluding
statement or section that
follows from and supports the
argument presented.
Elaborates on the evidence to
comment on its relative value to
the argument, the relative strength
of the source of the evidence,
and/or the possibility of bias in
the author of the evidence.
Provides a concluding statement
that supports and extends or
reflects on the central argument.
In a concluding statement or
section, clarifies and strengthens
the central argument.
4
TCRWP Informational Reading and Argument Writing Rubric- Seventh Grade
Craft
W. Standard 7.1
Write arguments to support
claims with clear reasons and
relevant evidence.
c. Use words, phrases, and
clauses to create cohesion and
clarify the relationships among
claim(s), reasons, and
evidence.
d. Establish and maintain a
formal style.
Mostly uses clarifying
phrases and clauses; at
times confuses the use of
certain clarifying phrases
or clauses, or neglects to
clarify some connections
between claims and
reasons.
Attempts a formal style,
but often falls into a
more informal way of
writing, as if talking to a
friend rather than
composing an essay.
Attempts clarifying
language to transition
between claims, reasons
and evidence. Sometimes
uses this language
inaccurately or neglects to
make such transitions.
Mostly maintains a formal
style.
Uses words, phrases, and
clauses to create cohesion and
clarify the relationships
among claim(s), reasons, and
evidence.
Consistently and effectively uses
transitional phrases, such as
moreover and nevertheless, to
clarify claims, counterclaims and
their supporting reasons/evidence.
Establishes and maintains a
formal style.
Develops an authoritative voice
while maintaining the formal style
of an essayist.
Creates cohesion using linking
words, phrases and clauses;
makes it easy to trace the
relationship of claims, reasons
and evidence in the writer’s
argument.
Maintains the formal style of an
essayist.
Seventh Grade Scoring Guide: Writing Task
In each row, circle the descriptor in the column that matches the student work. Total the number of points according to the guidelines below.
Use the provided table to score each student on scale from 0 – 4.
For each response in column one, students receive one point.
For each response in column two, students receive two points.
For each response in column three, students receive three points.
For each response in column four, students receive four points.
Scoring Table:
Number of
Points
No response
1-7 points
8-12 points
13-16 points
17-20 points
Scaled Score
0
1
2
3
4
5