common core argumentative writing rubric 11 12

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Argumentative Standards, Grades 11-12

(Adopted 2010)

Grades 11-12 | Common Core | Writing Standards

Text Types and Purposes

• CCSS.ELA-LITERACY.W.11-12.1.A: 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.
• CCSS.ELA-LITERACY.W.11-12.1.B: 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.11-12.1.C: 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.
• CCSS.ELA-LITERACY.W.11-12.1.D: 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.11-12.1.E: Provide a concluding statement or section that follows from and supports the argument presented.

Production and Distribution of Writing

• CCSS.ELA-LITERACY.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
• CCSS.ELA-LITERACY.W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

Range of Writing

• CCSS.ELA-LITERACY.W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

(Adopted 2012)

Grades 11-12 | Alaska | Writing Standards

• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• 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.
• 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.
• 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.
• Provide a concluding statement or section that follows from and supports the argument presented.
• Produce clear and coherent writing in which the development, organization, and style and features are appropriate to task, genre, purpose, and audience.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12.)
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

(Adopted 2016)

Grades 11-12 | Arizona | Writing Standards

• 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• 11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• 11-12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

• 9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
• Apply grades 11-12 Reading standards to literature.
• Apply grades 11-12 Reading standards to informational text and nonfiction.

(Adopted 2021)

Grades 11 | Florida | Writing Standards

C.1.3 Argumentative Writing

• ELA.11.C.1.3: Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.

C.1.5 Improving Writing

• ELA.11.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.

C.4.1 Researching and Using Information

• ELA.11.C.4.1: Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts and synthesizing information from primary and secondary sources.

V.1.1 Academic Vocabulary

• ELA.11.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

K-12 ELA Expectations

• ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
• ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.

Grades 12 | Florida | Writing Standards

• ELA.12.C.1.3: Write arguments to support claims based on an in-depth analysis of topics or texts using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.
• ELA.12.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.
• ELA.12.C.4.1: Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.
• ELA.12.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

(Adopted 2014)

Grades 11-12 | Indiana | Writing Standards

Writing Genres: Argumentative, Informative, and Narrative

• Use effective transitions 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 consistent style and tone appropriate to purpose and audience.

The Writing Process

• Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.

Grades 11-12 | Iowa | Writing Standards

• W.11–12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)
• W.11–12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12)
• W.11–12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
• W.11–12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.

Grades 11-12 | Nebraska | Writing Standards

LA 12.2 Writing: Students will learn and apply writing skills and strategies to communicate.

• LA 12.2.1.a Use multiple writing strategies recursively to investigate and generate ideas, organize information, guide writing, answer questions, and synthesize information.
• LA 12.2.1.b Generate a draft that interprets complex ideas, raises relevant questions, solves problems, or evaluates ideas through synthesis, analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience.
• LA 12.2.1.d Apply standard rules of grammar and paragraph formation, including parallel structure and subordination.
• LA 12.2.1.e Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
• LA 12.2.1.g Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
• LA 12.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
• LA 12.2.1.i Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.
• LA 12.2.2.a Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
• LA 12.2.2.b Provide evidence from literary or informational text to support analysis, reflection, and research.
• LA 12.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.

(Amended 2016)

Grade 11 | Oklahoma | Writing Standards

Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

• 11.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
• 11.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
• 11.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
• 11.2.W.4 Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.
• 11.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

Writing: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

• 11.3.W.4 Students will (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources.
• 11.3.W.5 Students will use words, phrases, clauses, and varied syntax to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument.
• 11.3.W.6 Students will blend multiple modes of writing to produce effective argumentative essays.

Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

• 11.4.W.1 Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.
• 11.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing

Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

• 11.5.W.1 Students will write using correct mechanics.
• 11.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions, including the use of phrases and clauses, to signal differing relationships among ideas.
• 11.5.W.3 Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.

Grade 12 | Oklahoma | Writing Standards

• 12.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
• 12.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
• 12.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
• 12.2.W.4 Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.
• 12.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).
• 12.3.W.4 Students will (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources.
• 12.3.W.5 Students will use words, phrases, clauses, and varied syntax to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument.
• 12.3.W.6 Students will blend multiple modes of writing to produce effective argumentative essays.
• 12.4.W.1 Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.
• 12.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
• 12.5.W.1 Students will write using correct mechanics.
• 12.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions, including the use of phrases and clauses, to signal differing relationships among ideas.
• 12.5.W.3 Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.

http://www.pdesas.org/standard/PACore (Amended 2014)

Grades 9-10 | Pennsylvania | Writing Standards

1.4 Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.1.4.9–10.G

Write arguments to support claims in an analysis of substantive topics.

CC.1.4.9–10.H

Write with a sharp, distinct focus identifying topic, task, and audience.

Introduce the precise claim.

CC.1.4.9–10.I

Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

CC.1.4.9–10.J

Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses 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; provide a concluding statement or section that follows from and supports the argument presented.

CC.1.4.9–10.K

Write with an awareness of the stylistic aspects of composition.

• Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

CC.1.4.9–10.L

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.9–10.T

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CC.1.4.9–10.X

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grades 11-12 | Pennsylvania | Writing Standards

CC.1.4.11–12.G

CC.1.4.11–12.H

Introduce the precise, knowledgeable claim.

CC.1.4.11–12.I

Distinguish the claim(s) from alternate or opposing claims; 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.

CC.1.4.11–12.J

Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.

CC.1.4.11–12.K

Write with an awareness of the stylistic aspects of composition

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

CC.1.4.11–12.L

http://ed.sc.gov/instruction/standards-learning/english-language-arts/standards/ (Adopted 2015)

English I | South Carolina | Writing Standards

Fundamentals of Writing

• Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
• Interact and collaborate with peers and adults to develop and strengthen writing.
• Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
• Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
• Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

1 Write arguments that:

introduce a precise claim and differentiate between the claim and counterclaims;

• use relevant information from multiple print and multimedia sources;
• assess the credibility and accuracy of each source;

use an organizational structure that logically sequences and establishes clear relationships among claims, counterclaims, reasons, warrants, and evidence;

develop the claim and counterclaims ethically without bias, providing credible evidence and accurate interpretation of data for each while delineating the strengths and limitations of the claim and counterclaims;

• develop and strengthen writing as needed by planning, revising, editing, rewriting;

quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;

• avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity;
• provide a concluding statement or section that follows from and supports the argument presented;
• include a call to action.

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

• 1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

English II | South Carolina | Writing Standards

• quote or paraphrase the data and conclusions of others while avoiding plagiarism

English III | South Carolina | Writing Standards

• introduce a clearly articulated and well-informed claim, establish the significance of the claim and differentiate between the claim and counterclaims;
• create an organizational structure that logically sequences claim(s), counterclaims, reasons, warrants, and evidence;
• develop claim 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;
• 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 claims and reasons, between reasons and evidence, and between claims and counterclaims;
• establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline;

English IV | South Carolina | Writing Standards

(Adopted 2017)

Grades 11-12 | Tennessee | Writing Standards

Text Types and Protocols - Standard 1

• Introduce precise claim(s).
• Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
• Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
• Establish and maintain a formal style and objective tone.

Production and Distribution of Writing – Standard 4

• 11-12.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Production and Distribution of Writing – Standard 5

• 11-12.W.PDW.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Production and Distribution of Writing – Standard 6

• 11-12.W.PDW.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, utilizing ongoing feedback, including new arguments and information.

Research to Build and Present Knowledge – Standard 7

• 11-12.W.RBPK.7 Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating a new understanding of the subject under investigation.

Research to Build and Present Knowledge – Standard 8

• 11-12.W.RBPK.8 Use advanced searches effectively, assessing the credibility and effectiveness of sources in answering a research question; integrate relevant and credible information selectively, while avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Research to Build and Present Knowledge – Standard 9

• 11-12.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band 11-12 standards for reading to source material.

Grade 11 | Virginia | Writing Standards

Standard 11.6: The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

• a. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
• b. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
• c. Organize claims, counterclaims, and evidence in a sustained and logical sequence.
• d. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• e. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
• f. Blend multiple forms of writing including embedding narratives to produce effective essays.
• g. Revise writing for clarity of content, accuracy and depth of information.
• h. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

Standard 11.7: The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

• a. Use complex sentence structure to infuse sentence variety in writing.
• b. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
• c. Distinguish between active and passive voice.

Grade 12 | Virginia | Writing Standards

Standard 12.6: The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

• b. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address
• counterclaims, and provide effective conclusions.
• c. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
• d. Blend multiple forms of writing including embedding a narrative to produce effective essays.
• e. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
• f. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
• g. Revise writing for clarity of content, depth of information, and technique of presentation.
• i. Write to clearly describe personal qualifications for potential occupational or educational opportunities.

Standard 12.7: The student will self- and peer-edit writing for Standard English.

• b. Edit, proofread, and prepare writing for intended audience and purpose.
• c. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological
• Association (APA), to apply rules for punctuation and formatting of direct quotations.

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Common Core State Standards Initiative

English Language Arts Standards » Writing » Grade 9-10

Standards in this strand:.

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Text Types and Purposes:

Production and distribution of writing:, research to build and present knowledge:, range of writing:.

• Key Design Consideration
• Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language
• How to Read the Standards
• College and Career Readiness Anchor Standards for Reading
• College and Career Readiness Anchor Standards for Writing
• College and Career Readiness Anchor Standards for Speaking and Listening
• College and Career Readiness Anchor Standards for Language
• Introduction for K-5
• Kindergarten
• Introduction for 6-12
• Grade 11-12
• Introduction
• Language Progressive Skills
• Measuring Text Complexity: Three Factors
• Range of Text Types for K-5
• Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
• Staying on Topic Within a Grade & Across Grades
• Range of Text Types for 6-12
• Texts Illustrating the Complexity, Quality, & Range of Student Reading 6-12
• English Language Arts Appendix A
• English Language Arts Appendix B
• English Language Arts Appendix C

Grades 11-12 Argumentative Writing Rubrics Bundle

Description

There are both formative and summative rubrics included in this bundle. The rubrics are based on the grade-specific writing standards from the Common Core State Standards . The four formative rubrics are based on the criteria identified in the standard an included on the summative rubric: focused purpose, audience awareness, idea development, and organization. The indicators of language and correctness do not have formative rubrics as the standard identifies the formative expectations. The summative rubric is derived from the standard and is intended to be used after the instructional process is complete and after extensive revision has occurred. A learning targets list is included to note how the standard was broken down and can be used as a list of potential lessons for instruction.

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