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    Argument Checklist 11 and 12

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    api-403618226
    The document is an argument checklist for grades 11/12 that evaluates different elements of an argumentative essay. It assesses whether an essay contains a clear claim, analyzes sources to support the claim and address alternate positions, provides elaboration and evidence to support the reasoning, uses effective organization and transitions between ideas, employs an appropriate style and tone for the audience, and demonstrates command of spelling, grammar, and punctuation conventions.

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    Argument Checklist 11 and 12

    Uploaded by

    api-403618226
    207 views2 pages
    The document is an argument checklist for grades 11/12 that evaluates different elements of an argumentative essay. It assesses whether an essay contains a clear claim, analyzes sources to support the claim and address alternate positions, provides elaboration and evidence to support the reasoning, uses effective organization and transitions between ideas, employs an appropriate style and tone for the audience, and demonstrates command of spelling, grammar, and punctuation conventions.

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    argument checklist 11 and 12

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    The document is an argument checklist for grades 11/12 that evaluates different elements of an argumentative essay. It assesses whether an essay contains a clear claim, analyzes sources to support the claim and address alternate positions, provides elaboration and evidence to support the reasoning, uses effective organization and transitions between ideas, employs an appropriate style and tone for the audience, and demonstrates command of spelling, grammar, and punctuation conventions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    207 views2 pages

    Argument Checklist 11 and 12

    Uploaded by

    api-403618226
    The document is an argument checklist for grades 11/12 that evaluates different elements of an argumentative essay. It assesses whether an essay contains a clear claim, analyzes sources to support the claim and address alternate positions, provides elaboration and evidence to support the reasoning, uses effective organization and transitions between ideas, employs an appropriate style and tone for the audience, and demonstrates command of spelling, grammar, and punctuation conventions.

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    Argument Checklist

    Grade 11/12
    Claim: YES STARTING
    NOT
    TO YET
    Claim Statement I introduced my position on a topic in a precise and
    insightful claim of 1-2 sentences.
    Analysis I demonstrated an in-depth and insightful analysis of
    texts/sources, as necessary to support the claim
    from alternate or opposing claims.

    Development of Evidence:

    Elaboration I supported each of my claims or parts of my


    arguments, stating the reasons clearly and supporting
    these reasons with a wide range of cited evidence
    and convincing analysis. The sequence of reasoning
    and evidence adds to the development of the
    argument.
    I evaluated my sources’ reasoning, authenticity, and
    rhetoric.
    I explained when a source seemed problematic, with
    an awareness of logical fallacies.
    I related evidence back to my claim, situated it
    contextually, and explained its relevance and
    significance. The content is persuasive and specifically
    relevant for my audience.
    I acknowledged complexity, describing various sides,
    stances, and perspectives, and contexts and
    elaborating on the strengths, assumptions, and
    limitations in all positions.

    Organization and Style:

    Organization I have a purpose for how I chose to organize each


    part of my piece, what I chose to include, exclude
    (including citations and acknowledgement of other
    views), and where I chose to include each detail in my
    piece.
    I used an organizational structure that shows an
    awareness of genre and craft.
    Introduction I made deliberate decisions about how to provide
    information in my introduction that orients and
    engages the reader and gets him/her to follow my
    line of thinking.
    I provided context for the argument to help my
    reader understand its significance and relevance.

    I may have raised questions in my introduction or


    introduced a sense of urgency or tension around an
    issue.

    I considered technique in my head, using language,


    metaphor, comparisons, or other techniques to
    particularly reach a specific audience.
    Conclusion In my conclusion, I acknowledged the complexity of
    the argument and argued for the significance, impact,
    or potential of my claim.
    Transitions My transitions connected examples to reasons and
    evidence and help the reader follow my lines of
    thinking.

    I also used transitions that allow for complexity.

    I used phrases such as simultaneously, indeed,


    admittedly, likewise, to clarify, dissimilarly, etc.
    Style My tone is appropriate for my purpose and audience;
    I may have shifted my tone across my piece.
    I used words precisely and/or figuratively to
    strengthen a particular tone or meaning.
    Not only did I use analogies, comparisons, symbolism,
    and allusions to make my points and considered how
    diction and the content of my piece will have an
    effect on my reader, I also considered how shifts in
    tone might affect the reader.

    Language Conventions:

    Spelling/ I used accurate spelling throughout, including cited


    Grammar text and citations. I demonstrated control of
    conventions of standard English grammar.
    Punctuation I varied punctuation and sentence structure to
    emphasize connections, strengthen tone, and clarify
    relationships and meaning.

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