7/31/2019 9th Grade Instructional Speaking Rubric - Argumentative - FI

1/2

Grade 9 Instructional Speaking Rubric (Last Revised 5/18/2012)Aligned to Next Generation West Virginia Content Standards and Objectives for English Language Arts and Literacy

Smarter Balanced Claim 3: Students can employ effective speaking and listening skills for a range of purposes and audiences.

ARGUMENTATIVE

7/31/2019 9th Grade Instructional Speaking Rubric - Argumentative - FI

2/2

4Exemplary Exceeds Standard

3Adequate Meets Standard

2Partial Approaches Standard

1Minimal Begins Standard

StatementofPurpose/Focus

The speaker effectively and consistentlyfocuses on a clearly identifiedpurpose and topic throughout effectively introduces precise,knowledgeable claim(s)

effectively establishes thesignificance of the claim(s) clearly distinguishes the claim(s)from alternate or opposing claim(s) effectively anticipates theaudiences point of view:

o knowledge level

o concerns

relative to the claim

The speaker adequately focuses on anidentified purpose and topic

adequately introduces precise,knowledgeable claim(s)

adequately establishes thesignificance of the claim(s)

distinguishes the claim(s) fromalternate or opposing claim(s)

adequately anticipates theaudiences point of view:

o knowledge level

o concerns

relative to the claim

The speaker somewhat focuses on an identifiedpurpose and topic

introduces claim(s), but claim(s)may be unclear and unfocused

partially establishes thesignificance of the claim(s)

somewhat acknowledges theexistence of alternate or opposingclaim(s) somewhat anticipates theaudiences point of view:

o knowledge level

o concerns

relative to the claim

The speaker shows a minimal focus on purposeand topic, and response may bevery brief shows an attempt to introduceclaim(s), but claim(s) may beconfusing or ambiguous does not establish the significanceof the claim(s) does not acknowledge theexistence of alternate or opposingclaim(s) shows a minimal consideration ofthe audiences point of view:

o knowledge level

o concerns

relative to the claim

Organization

The speaker demonstrates a clear and effectiveorganizational structure that

effectively and logically sequencesclaims, counterclaims, reasonsand evidence creating unity andcompleteness effectively and consistently uses avariety of transitional strategies(efficient and meaningful words,phrases and clauses, as well asvaried syntax) to:

o link major sections of

the texto make strong

connections among ideaso clarify relationships

between

claims and reasons

reasons and evidence

claims andcounterclaims

presents an effective introduction presents a powerful conclusionthat follows from and effectivelysupports the argument

The speaker demonstrates an evidentorganizational structure that

adequately sequences claims,counterclaims, reasons andevidence creating a sense ofcompleteness

adequately uses transitionalstrategies (words, phrases andclauses, as well as varied syntax)with some variety to:

o link major sections of

the texto make adequate, if

slightly inconsistent,connections among ideaso clarify relationships

between

claims and reasons

reasons and evidence

claims andcounterclaims presents an adequate introduction

presents a conclusion that followsfrom and adequately supports theargument

The speaker demonstrates an inconsistentorganizational structure that

partially sequences claims,reasons and evidence with someevident flaws

inconsistently uses basictransitional strategies (somewords, phrases or clauses) withlittle variety to

o link major sections of

the texto make limited

connections among ideas

presents a limited introduction presents a conclusion that partially

and weakly supports the argument

The speaker demonstrates little or nodiscernible organizational structure

uses few or no transitionalstrategies (limited languagestructures) with frequentextraneous ideas that may intrude

presents a minimal or nointroduction does not present a conclusion thatsupports the argument

velopme The speaker presents and justifies claim(s) and

counterclaim(s) fairly, thoroughly

The speaker presents and justifies claim(s) andcounterclaim(s) fairly and

The speaker presents claim(s) andcounterclaim(s) fairly

The speaker attempts to present claim(s) andcounterclaim(s)