240

File Name A 11-12R The Day Dreamers

Opinion Argument

Grade 12

Range of Writing

1 Tbe Day Dreamers

vI~1 1pound2~ou ever wondered why so many students at ___ are sluggish and lethargic Are they

just lazy and unmotivated No most of them probably suffer from lack of sleep caused by biological

clocks that are set to a different schedule than their classes Teenagers have a physiological need to

stay up later and sleep longer than pre-ad01escents yet the daily schedul7 the school runs oblivious

to this f-ests ~~jy ~5V~ t- At students usually have to get up a little before 630 yet it is only natural for

f - ltj teenagers to get up later in the mornings According to Mark Mahowald(Mg director of the ~ ~~k~k Cl~tw~lt Minnesota Regional Sleep Disorders Center (Adolescents) biological clocks program them to go to oJ

sleep late--too late to get an adequate amount of sleep before the next school day begins (qtd i

binbecir) Because he believes that most high schools open too early he is leading a campaign 0 loo r move the start of high school to 9 am in Minneapolis Puberty causes teenagers to go to sleep an UIJ~_~

later than when they were younger according to Dr Mary Caraskadon director of chronobiology and

sleep research at Bradlet Hospital in Rhode lsI iC1(L~ In contrast to this law of nature U-32

students have to go to school about an hour earlier than elementary school students in the same school

district Because of her research Dr Caraskadon agrees with Dr Mahowalds opinions The practice

of ringing the opening bell earlier in high school than in ele -~hool

to childrens biological needs (qtd In Sleeping until ) r~k r~ +0 Dr Caraskadon supports her argument to change the starting time of schools with studies

showing that adolescents need an hour more sleep every day to achieve the same level of alertness

they experienced when younger although they rarely get Lamberg) Most teenagers need about

nine hours of sleep every night but only get about seve ---shy

may run precisely counter

Teena

241

sleep later but are forced t rJjer they dont get nearly as much sleep as they should This

could be remedied by h ldiniir~er WhifiJUld al~ studerls to get much closer to the

amount of sleep they need VA M S 1keurot)1 S

~ s early start every morning causes students to suffer academically Students are so

qci) tired in school that many of them drift off during class falling into a semi-conscious state I fell

asleep once in my first band class for twenty minutes I didnt ~~ ue until the band ended says

~athan who is one ofthe top students in the junior cla s (Bowles interview) Teenagers lack of sleep

causes them to be cranky and prevents them from thinking as well as they could if they werent tired elJcIc- According to Dr William Derment sleep expert from Stanford University the effects of sleep loss ~~~ loss of initiative loss of energy lapse of attention dis~ibj d that overwhelming agony of ~~I wanting to go to sleep no matter what youre doi (qtd in Gofen 8) f they got an extra hour of s J

____--~ I sleep in the morning students would be much more capable of learning and have a much more

enthusiastic attitude towards learning Most adolescents are sub-optimally alert in the morning says

~owald If we as a society are sending our kids to school to learn it would be wise to send I them in a condition that fosters learning (qtd in Lamberg) Lois I) ( Ih~ Itv

Sometimes students skip school and often come in late because they dread waking up so early

in the morning Its just too hard to get up early in the morning says Tom a junior Ive bee late

to school so many times this year because I couldnt force myself to get up that early with su~a 1 le amount of sleep (White interview) This is another way __s early start lowers grades Less

motivated students find it challenging to go to school anyway and the early start is another reason not

to ~ II- i

~ In addition 0 damaging students academic performance waking up early also harms stude ts

V phy~ica any students try to sleep as late as possible in the mornings and skip breakfast to get ~ J

another ten m utes of sleep Lack of sleep also causes fatigue especially because many teenager

prove heir b t

are

Ousy WI sports and other activities that require them to get a good night of sleep Extended I

V sleep han s th Immune system -hampering its ability to fight sickness and repair injuries

rs would ge c -mUcmnft~ ~ha ~t which WOUld t o~

t Ct111l Vshy

10

Teena

241

sleep later but are forced t rJjer they dont get nearly as much sleep as they should This

could be remedied by h ldiniir~er WhifiJUld al~ studerls to get much closer to the

amount of sleep they need VA M S 1keurot)1 S

~ s early start every morning causes students to suffer academically Students are so

qci) tired in school that many of them drift off during class falling into a semi-conscious state I fell

asleep once in my first band class for twenty minutes I didnt ~~ ue until the band ended says

~athan who is one ofthe top students in the junior cla s (Bowles interview) Teenagers lack of sleep

causes them to be cranky and prevents them from thinking as well as they could if they werent tired elJcIc- According to Dr William Derment sleep expert from Stanford University the effects of sleep loss ~~~ loss of initiative loss of energy lapse of attention dis~ibj d that overwhelming agony of ~~I wanting to go to sleep no matter what youre doi (qtd in Gofen 8) f they got an extra hour of s J

____--~ I sleep in the morning students would be much more capable of learning and have a much more

enthusiastic attitude towards learning Most adolescents are sub-optimally alert in the morning says

~owald If we as a society are sending our kids to school to learn it would be wise to send I them in a condition that fosters learning (qtd in Lamberg) Lois I) ( Ih~ Itv

Sometimes students skip school and often come in late because they dread waking up so early

in the morning Its just too hard to get up early in the morning says Tom a junior Ive bee late

to school so many times this year because I couldnt force myself to get up that early with su~a 1 le amount of sleep (White interview) This is another way __s early start lowers grades Less

motivated students find it challenging to go to school anyway and the early start is another reason not

to ~ II- i

~ In addition 0 damaging students academic performance waking up early also harms stude ts

V phy~ica any students try to sleep as late as possible in the mornings and skip breakfast to get ~ J

another ten m utes of sleep Lack of sleep also causes fatigue especially because many teenager

prove heir b t

are

Ousy WI sports and other activities that require them to get a good night of sleep Extended I

V sleep han s th Immune system -hampering its ability to fight sickness and repair injuries

rs would ge c -mUcmnft~ ~ha ~t which WOUld t o~

t Ct111l Vshy

10

-------

242

Lo)o5 Sleep deprivation caused by an early sche~_middot___ not only academically harmful but also )

dangerous Sixteen to twenty-five year-aids ca se 55 a sleep-related automobile accidents

according to a 1990-92 North Carolina study (Lamberg) Many students drive to school in the

morning and administrators should consider how many lives are jeopardized by holdinl sc~ol so bull ~ --- - S~yen I~$~

early Solv11 0

~ Moving the start of s middotttle as an hour could help students get a lot more slee -Students ge 0 hrltedonwekdays~that they sleep in extra late on the weekends to catch up on sl ep

While this works by the time Sunday night rolls around they are well rested and cant get to sle p unti ~

after midnight This causes them to be extra tired Monday morning and for the rest of the wee WhenV

people go to sleep and wake up at around the same ti~ j very day they get used to this sleeping VY1111yJf

pattern Once this healthy sleeping pattern is establis~y do not have to catch up on theit eep c4~ Jwithout enough rest because they can t get to sleep If teenagers were able to get up later on eek ftl~if)) Cdays they would get up earlier on weekends and fonn better sleeping habits This would a ow them to

I UJtore than an extra hour of sleep even though schoo would st rtc nly an hour later tJL-t--PJgtlt Other than the reasons ~d to get up later t elementary school students because Je - I

they stay up later Pla~ practice athletic competitions newspaper production night and concerts all t5~lt run until nine o clock which is close to when students should be going to sleep Often thOUgh~Ch

ers have to do homework after these activities and stay up much too late Homework II+7 __

_~-~ ~orts all steal time from teens sleep according to Dr Mahowald

(Lamberg) The elevision shows a d movies teenagers like to see also run well into the hours when

they should be sleepmg Somebigh school students also work late into the night Younger children

hardly ever have a reason to stay up after nine oclock yet they have from then until seven-thirty in the

morning to sleep whereas high school students go to sleep much later and get up an hour earlier

Hold ing school an hou~~ater ~eea~for our schoo I to do Currently buses pi ck up high fiJf)c school stu en ap t e m off early in the morning and then take elementary school students t~A I school Although the bus schedule could be reversed allowing high school students to go to scho~n--- t4

hour later __s principal J says administrators would probably be against this He sa~~if

there is a concern that parents would not be awake to feed elementary school students and help them

get ready for school ifthe students had to get up an hour earlier He offered the solution that hiring a

di ~f~~~nt brS company to transport the elementary school students would allow them t sctl651

C OVI TV C ~I vsI

lt)-AJi-CS

kl~ gt ~d4$t cj oJshy -

r

tl(S

I - tt~ dt~-JL gt

tV

me while high school students could use the current bus ~~~Q9

243

1 a ter

However this would probably cost more money than the school district is currently paying for busing f ] s main concern with delaying the start of school is that if school started and endedvnl

hour later practices and game~ would run an hour later also He thought that many teams would not

have enough light after school to make a long road trip and then playa whole game These students

would have to get out of school early for many games and this would cause them to miss a lot of

school He also feared that sometimes teams would not have enough light to practice However the

only team this would really affect would be the cross country skiing

(f)J~Thbare ~~ms to t pro~ems even though they would require some rescheduling of

ractice and games Sports teams could save their long road trips for Saturdays and play nearby teams

n weekdays The only team at that couldnt do this would be the track team because track q 4shymeets have to start early However there are just two away meets this year which would require the ~ ~t

team to leave school early so these athletes wouldnt miss many classes The ski team could deal with ~ f ~ a later schedule by training immediately after school ends This would give them at least an hour of

outdoor training and any skiers wanting more training could do it in the morning before school

Moving s start back an hour would be beneficial to the sch 01 Students would be

healthier and d etter academically and as surprising as it seems there would be no major drawshy

backs Admini trators should ask themselves why this isnt happening already

244

Works Cited

~wles Nathan Personal interview on sleeping in school East Montpelier Yennont 26 March 1995

Coolidge John Personal interview on starting school later East Montpelier Yennont 14 April 1995

Gofen Ethel Sleep More Than Meets the (Shut-) Eye Current Health 2 Jan 1991 5 - II

Lamberg Lynne Teens arent lying - they really need to sleep later Unknown source

Sleeping until the crack of noon Technology Review Aug 1993 80

White Tom Personal interview on school starting time East Montpelier Yennont 26 March 1995

--Cl

1( e~-~ I TiL~ ~ I ytJJr ~r

( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G

Description

Claim

The text introduces a clear arguable

claim that can be supported by

reasons and evidence

Development

counterclaim The text provides a

conclusion that supports the

argumenl

Audience

The text anticipates the audiences

knowledge level concerns values

and possible biases about the claim

The text addresses the specific

needs of the audience

Cohesion

The text uses words phrases and

clauses as well as varied synlax to

link the major sections of the text

creates cohesion and clarifies the

relationship between tile claim and

reasons between reasons and

evidence and beLween claims and

counterclaims

English conventions of usage and

mechanics while attending to the

norms of tile discipline (ie

APA etc)

phrases and clauses as well as

varied syntax to link the major

sections of the text The texl explains

the relationships between tile claim

and reasons as well as the evidence

The text introduces a precise claim

that is clearly arguable and takes

an identifiable position on an issue

The text has an effective structure

and organization that is aligned with

the claim

ences knowledge level concerns

values and possible biases about

Ihe claim The text addresses the

specific needs of the audience

The text skillfully uses words

phrases and clauses as well as

varied syntax to link the major

sections of the lext The text

identifies the relationship between

the claim and reasons as well as the

evidence The text effectively links

the counterclaims to the claim

The text presents a formal

objective tone The text demonshy

strates standard English convenshy

tions of usage and mechanics

while attending to the norms of the

diSCipline (ieIv1LA APA etc)

3 Proficient

The text introduces a claim that

is arguable and takes a position

The text has a struclure and

organization Ihat is aligned with

the claim

The text considers the audiences

knowledge level concerns values

and possible biases about the

claim The text addresses the needs

of the audience

The text uses words phrases and

clauses as well as varied syntax to

link the major sections of the text

The lexl connects Ihe claim and

I reasons The lext links the

counterclaims to the claim

The text presents a formal tone

The text demonstrates standard

English conventions of usage and

mechanics while attending to the

norms of Ihe discipline (ie MLA

APA etc)

The text conlains an unclear or

emerging claim thai suggests a vague

position The text allempts a structure

and organization to support the posishy

tion

The text provides data and evidence

that allempt 10 back up the claim and

unclearly addresses counterclaims or

lacks counterclaims The conclusion

merely reslates the posilion

The text illustrates an inconsistent

I awareness of the audiences

knowledge level and needs

The text contains limiled words

phrases and clauses to link the major

sections of the text The text attempts

10 connect Ihe claim and reasons

The text illustrates a limited awareness

of formal tone The text demonstrates

some accuracy in standard English

conventions of usage and mechanics

The text contains an unidentifiable

claim or vague posilion The lex I has

limited structure and organization

The text contains limited data and

evidence relaled to tile claim and

counterclaims or lacks counterclaims

The texl may fail to conclude Ihe

argument or position

Tile texl lacks an awareness of the

audiences knowledge level and

needs

The text contains few if any words

phrases and clauses to link the major

sections of the text The text does not

connect the claims and reasons

I Tile text illustrates a limited awareshy

ness of or inconsistent tone The text

demonstrates inaccuracy in standard

English conventions of usage and

mechanics

turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812

CCSS WRITING RUBRICS 2

CCR English 12 Spring 2015

Argument

a compelling and

arguable claim that is supported by reasons and evidence

This will be typed and in MLA format with a Works

1 Write a page (not including Works that

as the last (also in

MLA format)

3 essay should have a clear intro with thesis body with evidence and conclusion

that finalizes your

4 The essay should clearly address the needs of the audience in terms of definitions

knowledge level bias

must be strategically linked together including some mention of a

counterclaim

6 The essay should carefully proofread use sentence variation written a formal

and objective tone and adhere to conventions of English usage and mechanics

7 Due

5

kl~ gt ~d4$t cj oJshy -

r

tl(S

I - tt~ dt~-JL gt

tV

me while high school students could use the current bus ~~~Q9

243

1 a ter

However this would probably cost more money than the school district is currently paying for busing f ] s main concern with delaying the start of school is that if school started and endedvnl

hour later practices and game~ would run an hour later also He thought that many teams would not

have enough light after school to make a long road trip and then playa whole game These students

would have to get out of school early for many games and this would cause them to miss a lot of

school He also feared that sometimes teams would not have enough light to practice However the

only team this would really affect would be the cross country skiing

(f)J~Thbare ~~ms to t pro~ems even though they would require some rescheduling of

ractice and games Sports teams could save their long road trips for Saturdays and play nearby teams

n weekdays The only team at that couldnt do this would be the track team because track q 4shymeets have to start early However there are just two away meets this year which would require the ~ ~t

team to leave school early so these athletes wouldnt miss many classes The ski team could deal with ~ f ~ a later schedule by training immediately after school ends This would give them at least an hour of

outdoor training and any skiers wanting more training could do it in the morning before school

Moving s start back an hour would be beneficial to the sch 01 Students would be

healthier and d etter academically and as surprising as it seems there would be no major drawshy

backs Admini trators should ask themselves why this isnt happening already

244

Works Cited

~wles Nathan Personal interview on sleeping in school East Montpelier Yennont 26 March 1995

Coolidge John Personal interview on starting school later East Montpelier Yennont 14 April 1995

Gofen Ethel Sleep More Than Meets the (Shut-) Eye Current Health 2 Jan 1991 5 - II

Lamberg Lynne Teens arent lying - they really need to sleep later Unknown source

Sleeping until the crack of noon Technology Review Aug 1993 80

White Tom Personal interview on school starting time East Montpelier Yennont 26 March 1995

--Cl

1( e~-~ I TiL~ ~ I ytJJr ~r

( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G

Description

Claim

The text introduces a clear arguable

claim that can be supported by

reasons and evidence

Development

counterclaim The text provides a

conclusion that supports the

argumenl

Audience

The text anticipates the audiences

knowledge level concerns values

and possible biases about the claim

The text addresses the specific

needs of the audience

Cohesion

The text uses words phrases and

clauses as well as varied synlax to

link the major sections of the text

creates cohesion and clarifies the

relationship between tile claim and

reasons between reasons and

evidence and beLween claims and

counterclaims

English conventions of usage and

mechanics while attending to the

norms of tile discipline (ie

APA etc)

phrases and clauses as well as

varied syntax to link the major

sections of the text The texl explains

the relationships between tile claim

and reasons as well as the evidence

The text introduces a precise claim

that is clearly arguable and takes

an identifiable position on an issue

The text has an effective structure

and organization that is aligned with

the claim

ences knowledge level concerns

values and possible biases about

Ihe claim The text addresses the

specific needs of the audience

The text skillfully uses words

phrases and clauses as well as

varied syntax to link the major

sections of the lext The text

identifies the relationship between

the claim and reasons as well as the

evidence The text effectively links

the counterclaims to the claim

The text presents a formal

objective tone The text demonshy

strates standard English convenshy

tions of usage and mechanics

while attending to the norms of the

diSCipline (ieIv1LA APA etc)

3 Proficient

The text introduces a claim that

is arguable and takes a position

The text has a struclure and

organization Ihat is aligned with

the claim

The text considers the audiences

knowledge level concerns values

and possible biases about the

claim The text addresses the needs

of the audience

The text uses words phrases and

clauses as well as varied syntax to

link the major sections of the text

The lexl connects Ihe claim and

I reasons The lext links the

counterclaims to the claim

The text presents a formal tone

The text demonstrates standard

English conventions of usage and

mechanics while attending to the

norms of Ihe discipline (ie MLA

APA etc)

The text conlains an unclear or

emerging claim thai suggests a vague

position The text allempts a structure

and organization to support the posishy

tion

The text provides data and evidence

that allempt 10 back up the claim and

unclearly addresses counterclaims or

lacks counterclaims The conclusion

merely reslates the posilion

The text illustrates an inconsistent

I awareness of the audiences

knowledge level and needs

The text contains limiled words

phrases and clauses to link the major

sections of the text The text attempts

10 connect Ihe claim and reasons

The text illustrates a limited awareness

of formal tone The text demonstrates

some accuracy in standard English

conventions of usage and mechanics

The text contains an unidentifiable

claim or vague posilion The lex I has

limited structure and organization

The text contains limited data and

evidence relaled to tile claim and

counterclaims or lacks counterclaims

The texl may fail to conclude Ihe

argument or position

Tile texl lacks an awareness of the

audiences knowledge level and

needs

The text contains few if any words

phrases and clauses to link the major

sections of the text The text does not

connect the claims and reasons

I Tile text illustrates a limited awareshy

ness of or inconsistent tone The text

demonstrates inaccuracy in standard

English conventions of usage and

mechanics

turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812

CCSS WRITING RUBRICS 2

CCR English 12 Spring 2015

Argument

a compelling and

arguable claim that is supported by reasons and evidence

This will be typed and in MLA format with a Works

1 Write a page (not including Works that

as the last (also in

MLA format)

3 essay should have a clear intro with thesis body with evidence and conclusion

that finalizes your

4 The essay should clearly address the needs of the audience in terms of definitions

knowledge level bias

must be strategically linked together including some mention of a

counterclaim

6 The essay should carefully proofread use sentence variation written a formal

and objective tone and adhere to conventions of English usage and mechanics

7 Due

5

244

Works Cited

~wles Nathan Personal interview on sleeping in school East Montpelier Yennont 26 March 1995

Coolidge John Personal interview on starting school later East Montpelier Yennont 14 April 1995

Gofen Ethel Sleep More Than Meets the (Shut-) Eye Current Health 2 Jan 1991 5 - II

Lamberg Lynne Teens arent lying - they really need to sleep later Unknown source

Sleeping until the crack of noon Technology Review Aug 1993 80

White Tom Personal interview on school starting time East Montpelier Yennont 26 March 1995

--Cl

1( e~-~ I TiL~ ~ I ytJJr ~r

( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G

Description

Claim

The text introduces a clear arguable

claim that can be supported by

reasons and evidence

Development

counterclaim The text provides a

conclusion that supports the

argumenl

Audience

The text anticipates the audiences

knowledge level concerns values

and possible biases about the claim

The text addresses the specific

needs of the audience

Cohesion

The text uses words phrases and

clauses as well as varied synlax to

link the major sections of the text

creates cohesion and clarifies the

relationship between tile claim and

reasons between reasons and

evidence and beLween claims and

counterclaims

English conventions of usage and

mechanics while attending to the

norms of tile discipline (ie

APA etc)

phrases and clauses as well as

varied syntax to link the major

sections of the text The texl explains

the relationships between tile claim

and reasons as well as the evidence

The text introduces a precise claim

that is clearly arguable and takes

an identifiable position on an issue

The text has an effective structure

and organization that is aligned with

the claim

ences knowledge level concerns

values and possible biases about

Ihe claim The text addresses the

specific needs of the audience

The text skillfully uses words

phrases and clauses as well as

varied syntax to link the major

sections of the lext The text

identifies the relationship between

the claim and reasons as well as the

evidence The text effectively links

the counterclaims to the claim

The text presents a formal

objective tone The text demonshy

strates standard English convenshy

tions of usage and mechanics

while attending to the norms of the

diSCipline (ieIv1LA APA etc)

3 Proficient

The text introduces a claim that

is arguable and takes a position

The text has a struclure and

organization Ihat is aligned with

the claim

The text considers the audiences

knowledge level concerns values

and possible biases about the

claim The text addresses the needs

of the audience

The text uses words phrases and

clauses as well as varied syntax to

link the major sections of the text

The lexl connects Ihe claim and

I reasons The lext links the

counterclaims to the claim

The text presents a formal tone

The text demonstrates standard

English conventions of usage and

mechanics while attending to the

norms of Ihe discipline (ie MLA

APA etc)

The text conlains an unclear or

emerging claim thai suggests a vague

position The text allempts a structure

and organization to support the posishy

tion

The text provides data and evidence

that allempt 10 back up the claim and

unclearly addresses counterclaims or

lacks counterclaims The conclusion

merely reslates the posilion

The text illustrates an inconsistent

I awareness of the audiences

knowledge level and needs

The text contains limiled words

phrases and clauses to link the major

sections of the text The text attempts

10 connect Ihe claim and reasons

The text illustrates a limited awareness

of formal tone The text demonstrates

some accuracy in standard English

conventions of usage and mechanics

The text contains an unidentifiable

claim or vague posilion The lex I has

limited structure and organization

The text contains limited data and

evidence relaled to tile claim and

counterclaims or lacks counterclaims

The texl may fail to conclude Ihe

argument or position

Tile texl lacks an awareness of the

audiences knowledge level and

needs

The text contains few if any words

phrases and clauses to link the major

sections of the text The text does not

connect the claims and reasons

I Tile text illustrates a limited awareshy

ness of or inconsistent tone The text

demonstrates inaccuracy in standard

English conventions of usage and

mechanics

turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812

CCSS WRITING RUBRICS 2

CCR English 12 Spring 2015

Argument

a compelling and

arguable claim that is supported by reasons and evidence

This will be typed and in MLA format with a Works

1 Write a page (not including Works that

as the last (also in

MLA format)

3 essay should have a clear intro with thesis body with evidence and conclusion

that finalizes your

4 The essay should clearly address the needs of the audience in terms of definitions

knowledge level bias

must be strategically linked together including some mention of a

counterclaim

6 The essay should carefully proofread use sentence variation written a formal

and objective tone and adhere to conventions of English usage and mechanics

7 Due

5

( ~ Mo5r pef jwe ) ARGUMENT COMMON CORE STATE STANDARDS WRITING RUB RICS (G

Description

Claim

The text introduces a clear arguable

claim that can be supported by

reasons and evidence

Development

counterclaim The text provides a

conclusion that supports the

argumenl

Audience

The text anticipates the audiences

knowledge level concerns values

and possible biases about the claim

The text addresses the specific

needs of the audience

Cohesion

The text uses words phrases and

clauses as well as varied synlax to

link the major sections of the text

creates cohesion and clarifies the

relationship between tile claim and

reasons between reasons and

evidence and beLween claims and

counterclaims

English conventions of usage and

mechanics while attending to the

norms of tile discipline (ie

APA etc)

phrases and clauses as well as

varied syntax to link the major

sections of the text The texl explains

the relationships between tile claim

and reasons as well as the evidence

The text introduces a precise claim

that is clearly arguable and takes

an identifiable position on an issue

The text has an effective structure

and organization that is aligned with

the claim

ences knowledge level concerns

values and possible biases about

Ihe claim The text addresses the

specific needs of the audience

The text skillfully uses words

phrases and clauses as well as

varied syntax to link the major

sections of the lext The text

identifies the relationship between

the claim and reasons as well as the

evidence The text effectively links

the counterclaims to the claim

The text presents a formal

objective tone The text demonshy

strates standard English convenshy

tions of usage and mechanics

while attending to the norms of the

diSCipline (ieIv1LA APA etc)

3 Proficient

The text introduces a claim that

is arguable and takes a position

The text has a struclure and

organization Ihat is aligned with

the claim

The text considers the audiences

knowledge level concerns values

and possible biases about the

claim The text addresses the needs

of the audience

The text uses words phrases and

clauses as well as varied syntax to

link the major sections of the text

The lexl connects Ihe claim and

I reasons The lext links the

counterclaims to the claim

The text presents a formal tone

The text demonstrates standard

English conventions of usage and

mechanics while attending to the

norms of Ihe discipline (ie MLA

APA etc)

The text conlains an unclear or

emerging claim thai suggests a vague

position The text allempts a structure

and organization to support the posishy

tion

The text provides data and evidence

that allempt 10 back up the claim and

unclearly addresses counterclaims or

lacks counterclaims The conclusion

merely reslates the posilion

The text illustrates an inconsistent

I awareness of the audiences

knowledge level and needs

The text contains limiled words

phrases and clauses to link the major

sections of the text The text attempts

10 connect Ihe claim and reasons

The text illustrates a limited awareness

of formal tone The text demonstrates

some accuracy in standard English

conventions of usage and mechanics

The text contains an unidentifiable

claim or vague posilion The lex I has

limited structure and organization

The text contains limited data and

evidence relaled to tile claim and

counterclaims or lacks counterclaims

The texl may fail to conclude Ihe

argument or position

Tile texl lacks an awareness of the

audiences knowledge level and

needs

The text contains few if any words

phrases and clauses to link the major

sections of the text The text does not

connect the claims and reasons

I Tile text illustrates a limited awareshy

ness of or inconsistent tone The text

demonstrates inaccuracy in standard

English conventions of usage and

mechanics

turnirin ~ 0 2012 iParadigms LLC This work is made available umier the terms ot the Creative Commons Attribution-NonCommercial 30 Unpolied License 0812

CCSS WRITING RUBRICS 2

CCR English 12 Spring 2015

Argument

a compelling and

arguable claim that is supported by reasons and evidence

This will be typed and in MLA format with a Works

1 Write a page (not including Works that

as the last (also in

MLA format)

3 essay should have a clear intro with thesis body with evidence and conclusion

that finalizes your

4 The essay should clearly address the needs of the audience in terms of definitions

knowledge level bias

must be strategically linked together including some mention of a

counterclaim

6 The essay should carefully proofread use sentence variation written a formal

and objective tone and adhere to conventions of English usage and mechanics

7 Due

5

CCR English 12 Spring 2015

Argument

a compelling and

arguable claim that is supported by reasons and evidence

This will be typed and in MLA format with a Works

1 Write a page (not including Works that

as the last (also in

MLA format)

3 essay should have a clear intro with thesis body with evidence and conclusion

that finalizes your

4 The essay should clearly address the needs of the audience in terms of definitions

knowledge level bias

must be strategically linked together including some mention of a

counterclaim

6 The essay should carefully proofread use sentence variation written a formal

and objective tone and adhere to conventions of English usage and mechanics

7 Due

5