Link to our Clarke-Diamond Argumentative Writing Checklist
Rubric Definitions:
Writing Rubric – Key Words Defined:
Useful Context: choosing details with a purpose with your claim in mind
Argument: debatable claim + how or why?
Sufficiently: varied and relevant to your claim.
Inference: a conclusion reached on the basis of evidence and reasoning.
Examine: explaining your inferences in detail (For example, "The fact that George takes his hat off reveals….”)
Logical: a thoughtful and intentional order to the presentation of your claims; often chronological; sometimes spatial.
Sophisticated: shows close reading and awareness of interaction of subtleties. (subtle details/aspects of the text)
Central Idea:
-- The central idea is your main point, main purpose for writing, or your claim that will be argued.
-- In longer essays, your central idea follows background material and precedes the thesis where your argument is crystalized.
-- The idea is that after some pertinent background to orient your reader, you narrow your focus and introduce your purpose.
-- Claims that are stated in your central idea will need to be argued later on with evidence.
-- Ideally, claims are original and sophisticated (exemplary level).
-- Claims should be distinct, not overlapping (such as synonyms for character traits, i.e., a character being both courageous and brave).
-- Claims need to be accurate and should not contradicted by the text.
-- That is, your central idea should reflect close and reflective reading. Annotating the text helps with that.
Thesis statement: (Many ideas are put forward here; some will likely prove useful for you.)
-- A thesis expresses a full argument in a clear and concise manner.
-- It's not just your topic, but also your position on it, your claim.
-- It's a summary, "snapshot," or preview, so save the examining of evidence (such as quotations) for later.
-- Your thesis statement should reveal your close reading and reflection.
-- Your thesis can provide your reader a map of the sequence of the order of your subtopics or supporting claims.
-- Often these subtopics are an outgrowth of your prewriting where you brainstormed for several supporting claims.
-- A thesis statement with a map will guide the writer and help the reader appreciate the essay's organization.
-- Arguments are not just facts or summaries of plots. While context is helpful, please, spare us plot summaries!
-- Argumentative essays are driven by claims; they should be mentioned early (in paragraphs and sentences) and often.
-- A thesis statement is your most powerful way to exert control of your topic. THET = to put (Greek)
-- Many writers revise their thesis after they write the rest of their essay.
-- A thesis or full argument is pretty much an equation: A full argument = debatable claim + HOW or WHY
-- In multi-topic or multi-paragraph essays, a thesis often has three parts. Here are examples.
Examples of 3-Part Thesis Statements:
-- Some thesis statements focus on dynamic characterization. Which of the above shows a process involving three stages?
-- Some end in a series of three abstract nouns to summarize a character's behavior. Which of the above does that?
-- Some thesis statements end in a series of three clauses. Which two do that? (clauses are groups of words having both subjects and verbs)
-- Some end in a series of three prepositional phrases. Which two do that? (phrases are groups of words missing a subject or verb or both)
-- As you can see, the three "supporting claims" create a MAP of the rest of the essay. Readers appreciate maps.
-- When this map is in PARALLEL STRUCTURE, it sends a formal signal to the reader that these topics or claims will be presented in this predictable order.
-- Some thesis statements answer a series of "why" questions. Which ones do that?
-- Some answer a series of "how" questions. Which ones do that?
Introducing quotations: (this has a format, but quality is important)
-- Evidence is not just "air-dropped" out of nowhere.
-- It summarizes concisely and is relevant: it relates or pertains or connects to the evidence
-- is like a "tag" that tells us a when or where, for instance, not just who said it.
-- Useful context has a purpose -- it should help frame or set up your evidence and analysis. Notice how a stronger "tag" helps the writer understand the context of the scene better, and how this makes the analysis stronger:
Evidence:
-- sufficient -- includes being relevant to the claim and enough
-- A balance of paraphrasing and direct quoting is best; direct quotations are the strongest form of evidence.
-- Evidence should be pertinent and not excessive (too much plot summary or unnecessarily long quotations).
-- Be selective with your evidence so you can control and emphasize a particular claim or point.
-- Exemplary writing takes a quotation and gracefully incorporates the essential part into the context of your points.
-- Often (not always), embed or tuck them into your own writing. Short quotations allow for a focus on language.
-- Embedding your quotations allows for more room for analysis and discussion.
-- Make sure your evidence is varied in that it is selected from varied areas of the text -- not all from one section.
-- Always have the text available and open when you write. Writing from memory is risky and when you suspect
you are not being precise or accurate, that's your signal to slow down and revisit the text. When we don't rush
our writing, the writing process makes us better readers.
Analysis:
-- inferencing -- examining inferences in detail
-- examines subtle language details and evidence to support or emphasize the overall claim
-- proves or supports the logical relationship between the evidence and thesis
-- does more than summarize or restate the evidence
-- ideally, analysis is articulately phrased
-- can examine specific word choices but also connect it with the broader context
-- it's impressive when students bring in relevant metaphors and connections
Conclusion:
-- concluding statement artfully restates the thesis in a fresh, newly-stated way
-- shows growth of your examination
-- reinforces and broadens the main idea or thesis
-- if you reach wider, please don't veer off topic or ask loosely related questions, as in "Doesn't everyone...?"
-- "you have climbed to top of the building of your argument, what's the view from the top?"
Organization:
-- sequence of supporting claims make sense, especially if there is a process being explored.
-- claims have a sensible, intentional order, often chronological,
-- claims often shows stages or phases or process of a character's growth
-- proficient: three supporting claims can work on their own, but save the strongest claims for last
-- spatial order: useful in analyzing a setting, or going from macro to micro, most obvious to most specific
-- transitions between claims are helpful
-- metaphor of relay race, handing on baton to next runner
-- transitions ideally begin paragraphs, rather than end paragraphs or topics.
-- transitions are not always obvious (i.e., first, second, third)
-- transitions are sophisticated and address previous claims to create a cohesive structure