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Definition argument essay.Rhetorical / Argumentative Rubric undefined Score Criteria 90-100 Essays meet the criteria of the score below, and in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control of language. 80-90 Essays effectively argue a position and/or analyze the rhetorical strategies. They develop their argument by effectively synthesizing the required amount of sources, if not more, referring to them explicitly or implicitly. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. Their prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. 70-80 Essays meet the criteria for the score below but provide a more complete explanation, more thorough development, or a more mature prose style. 60-70 Essays adequately argue a position and/or analyze the rhetorical strategies. They develop their argument by adequately synthesizing the minimum requirement of sources referring to them explicitly or implicitly. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. 50-60 Essays argue a position and/or analyze the rhetorical strategies. They develop their argument by synthesizing the required amount of sources, but how they use and explain the sources may be uneven, inconsistent, or limited. The student’s argument is generally clear, and the sources with evidence and explanations generally develop the student’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. 30-40 Essays inadequately argue a position. They develop their argument by synthesizing less than the required amount of sources (misread the passage, misrepresent the strategies, or analyze strategies insufficiently), but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the student’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. 20-30 Essays meet the criteria for the score above but demonstrate less success in arguing a position. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less maturity in their control of writing. 10-20 Essays demonstrate little success in arguing a position. They may merely allude to knowledge gained from reading rather than citing the sources themselves. The student may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing/categorizing or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. 0-10 Essays meet criteria for the score above but are underdeveloped, especially simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source. 0 Indicates a plagiarized response, an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English.


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