ARGUMENTATIVE ESSAY RUBRIC
4
INTRODUCTION
Hook, background
explaining the issue,
and claim
BODY PARAGRAPHS
Well-developed introductory paragraph
contains a catchy hook, detailed background
information explaining the issue, and a
debatable claim previewing the issues
supporting the claim.
Two or more main points are well developed
with supporting evidence and well
developed explanation of that evidence.
There is sound logic supporting the claim.
Emotions are left out of the paper, and the
writer remains objective in tone.
COUNTER
ARGUMENT &
REBUTTAL
Respectful and clear language is used when
introducing the opposition’s possible
counter argument. The same is done for the
rebuttal. There is a clear and logical
development of the rebuttal which explains
why the opposition’s counter argument is
flawed.
CONCLUSION
Conclusion summarizes the claim and the
main topics without repeating previous
sentences. There is a clear and intriguing “so
what” section of the conclusion, which
leaves the reader with an understanding of
why/how the issue matters.
WORKS CITED
Source material is smoothly integrated into
the text. All sources are accurately
documented in the desired format on the
Works Cited page.
MECHANICS AND
STYLE
Sentence structure is correct and sentences
are varied. Student has highlighted and
labeled a compound, complex, compoundcomplex sentence, adjective clause, and an
adverb clause at least once throughout the
paper. Few errors in punctuation, spelling,
capitalization and/or grammar do not
confuse the reader or take away from the
meaning of the paper.
3
Points
2
1
Developed introductory paragraph
contains a hook, some background
information partially explaining the
issue, and a debatable claim
previewing the issues supporting the
claim.
Partially developed introductory paragraph
which may contain a hook, insufficient
background information minimally
explaining the issue, and a debatable claim
(claim may not preview the reasons)
Introduction is unclear. Writer
does not attempt to create
interest. Background details are a
seemingly random collection of
information, unclear, or not
related to the topic. Claim is
either not present or not
debatable.
Two or more main points are present
but may lack development in
explaining one or two pieces of
evidence. There is logic supporting the
claim. Emotions are mostly left out of
the paper, and the writer remains
objective in tone.
Two or more main points are present but
lack development in explaining the
evidence. The evidence supporting the claim
may not be logical. Emotions may interfere
with a logical, unbiased argument.
Two or more main points may not
be present and severely lack
development in explaining the
evidence. The evidence
supporting the claim may not be
logical. Emotions may interfere
with a logical, unbiased
argument.
Appropriate language is used when
introducing the opposition’s possible
counter argument. The same is done
for the rebuttal. There is a logical
development of the rebuttal which
mostly explains why the opposition’s
counter argument is flawed.
There is an attempt at appropriate language
when introducing the opposition’s possible
counter argument. The same is done for the
rebuttal. There is a lack of logical
development of the rebuttal, and the writer
may not completely or accurately explain
why the opposition’s counter argument is
flawed.
There is a lack of counter
argument and rebuttal
development. Writer may not
use any language to introduce
either concept, or one or the
other may not be included at all.
Conclusion mostly summarizes the
claim and the main topics but may
repeat previous sentences. There is a
“so what” section of the conclusion,
which leaves the reader with an
understanding of why/how the issue
matters.
Conclusion insufficiently summarizes the
claim and the main topics. There is not a “so
what” section of the conclusion.
Conclusion does not accurately
summarize the claim or main
topics. There may be new
information added. The “so what”
section is not present.
Source material is used. All sources
are accurately documented, but a few
are not in the desired format.
Source material is used, but integration may
be awkward. All sources are accurately
documented, but many are not in the
desired format.
Lacks sources and/or sources are
not accurately documented.
Format is incorrect for all sources.
Sentence structure and variety is lacking.
Student has highlighted and labeled a
compound, complex, compound-complex
sentence, adjective clause, and an adverb
clause at least once throughout the paper.
Many errors in punctuation, spelling,
capitalization and/or grammar confuse the
reader or take away from the meaning of
the paper.
Sentence structure and variety is
severely lacking. Student has not
highlighted and labeled a
compound, complex, compoundcomplex sentence, adjective
clause, and an adverb clause at
least once throughout the paper.
Many errors in punctuation,
spelling, capitalization and/or
grammar confuse the reader or
take away from the meaning of
the paper.
Sentence structure is mostly correct
and sentences are somewhat varied.
Student has highlighted and labeled a
compound, complex, compoundcomplex sentence, adjective clause,
and an adverb clause at least once
throughout the paper. Some errors in
punctuation, spelling, capitalization
and/or grammar somewhat confuse
the reader or take away from the
meaning of the paper.
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