Skip to Main Content

Share Suggestion

“The Johnstown Flood of 1889” Argumentative/Persuasive Writing

LDC Task

LDC Logo

 

“The Johnstown Flood of 1889” Argumentative/Persuasive Writing

Grade Levels

7th Grade, 8th Grade

Course, Subject

English Composition, US History 1850-Present, Geography, History, English Language Arts, Reading and Writing in History and Social Studies
Related Academic Standards
CC.1.2.7.A CC.1.2.7.A
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
CC.1.2.7.B CC.1.2.7.B
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.2.7.C CC.1.2.7.C
Analyze the interactions between individuals, events, and ideas in a text.
CC.1.2.7.E CC.1.2.7.E
Analyze the structure of the text through evaluation of the author’s use of graphics, charts. and the major sections of the text.
CC.1.2.7.F CC.1.2.7.F
Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative, and technical meanings.
Expand
  • Big Ideas
    Intentionally Blank
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Effective use of vocabulary builds social and academic knowledge
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Language is used to communicate and to deepen understanding.
    Purpose, topic and audience guide types of writing
    Spoken language can be represented in print.
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    Historical context is needed to comprehend time and space.
    Historical interpretation involves an analysis of cause and result.
    Perspective helps to define the attributes of historical comprehension.
    The history of the Commonwealth continues to influence Pennsylvanians today, and has impacted the United States and the rest of the world.
    The history of the United States continues to influence its citizens, and has impacted the rest of the world.
    World history continues to influence Pennsylvanians, citizens of the United States, and individuals throughout the world today.
    An expanded vocabulary enhances one’s ability to express ideas and information.
    Audience and purpose influence the writer’s choice of organizational pattern, language, and literacy techniques.
    Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
    Effective readers use appropriate strategies to construct meaning
    Effective readers use appropriate strategies to construct meaning.
    Rules of grammar and convention of language support clarity of communications between writers/speakers, and readers/listeners.
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    In the English language words can be understood by analyzing both the phonetic and the morphological parts.
    Informational sources have unique purposes.
    Intentionally Blank
    Organization of information facilitates meaning.
    Textual features and organization inform meaning
    Various types of writing are distinguished by their characteristics
    Writing improves through the recursive process of revising and editing
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on Pennsylvania’s society.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending past cultures throughout Africa, the Americas, Asia, and Europe.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending societies throughout Africa, the Americas, Asia, and Europe.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the Pennsylvania.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the Pennsylvania. Domestic instability, ethnic and racial relations, labor relation, immigration, and wars and revolutions are examples of social disagreement and collaboration.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the United States. Domestic instability, ethnic and racial relations, labor relation, immigration, and wars and revolutions are examples of social disagreement and collaboration.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending the American society.
    Human organizations work to socialize members and, even though there is a constancy of purpose, changes occur over time.
    Long-term continuities and discontinuities in the structures of Pennsylvania culture provide vital contributions to contemporary issues.
    Long-term continuities and discontinuities in the structures of Pennsylvania society provide vital contributions to contemporary issues. Belief systems and religion, commerce and industry, innovations, settlement patterns, social organization, transportation and trade, and equality are examples continuity and change.
    Methods of historical research, critical thinking, problem-solving, and presentation skills provide expertise for effective decision making.
    Social entities clash over disagreement and assist each other when advantageous.
    State and local history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
    State and local history can offer an individual, discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space.
    Textual evidence, material artifacts, the built environment, and historic sites are central to understanding the history of Pennsylvania.
    Textual evidence, material artifacts, the built environment, and historic sites are central to understanding United States history.
    World history looks for common patterns that emerge across all cultures.
    World history looks for common patterns that emerge across all cultures. Long-term continuities and discontinuities in the structures of societies provide vital contributions to contemporary issues.
    Characteristics of effective writing work together to impact quality
    Analysis Across Texts
    Content for Writing
    Diverse Media
    Evaluating Arguments
    Focus for Writing
    Main Idea
    Organization for Writing
    Production and Distribution of Writing
    Range of Reading
    Response to Literature
    Text Analysis
    Text Structure
    Vocabulary
    Writing Conventions
    Writing Style
  • Competencies
    Analyze and evaluate author’s/authors’ use of literary elements within and among genres
    Analyze and evaluate author’s/authors’ use of conflict, theme and /or point of view within and among texts
    Analyze organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Apply academic vocabulary across disciplines
    Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • rethinking the logic of organization• recheck and refine the central idea, paragraph development, and content• examining the level of detail, style, and tone and word choice
    Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • rethinking the logic of organization• refining the central idea and content details• examining the level of detail, style, and tone and word choice
    Develop an increasingly sophisticated working vocabulary including specialized vocabulary from academic content areas.
    Develop topic-specific content that is explained and supported with details and examples appropriate to audience and mode using precise vocabulary. (content)
    Differentiate between primary and secondary source material.
    Distinguish between stated facts, reasoned judgments, and opinions across texts
    Evaluate the presentation of essential and non-essential information in texts.
    Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
    Identify and distinguish between components of fiction and non-fiction texts
    Identify and evaluate essential content between and among various text types
    Identify and explain the use of conflict, theme, and/or point of view within and among texts
    Identify and explain the use of literary elements within and among texts
    Indentify and explain the literal and figurative meaning of vocabulary
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
    Identify the use of bias, stereotype, and propaganda where present
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, hyperbole, foreshadowing, flashback, allusions, satire, and irony)
    Locate and select the appropriate source materials to achieve a research goal.
    Organize and present information and data that support and illustrate inferences and conclusions drawn from research.
    Organize and sustain writing in a logical order, including an introduction, body and conclusion with appropriate transitions within and between paragraphs. (organization)
    Question, reflect on, and interpret essential content across texts and subject areas
    Summarize and synthesize information from a variety of mediums
    Summarize, draw conclusions, and make generalizations from a variety of mediums
    Synthesize relevant information from source materials to achieve a research goal.
    Use an effective format that is relevant to audience and task.
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Use grade appropriate conventions of written language when writing and editing. (i.e. correct spelling, capitalization, punctuation, grammar and sentence formation) (conventions)
    Use grade appropriate resources to confirm and extend meaning of vocabulary
    Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
    Use the introduction to establish the purpose and the topic.
    Use the knowledge of language, including word origins and morphology to unlock meaning of specialized vocabulary across disciplines
    Verify the relevance and reliability of information presented in texts
    Write a series of paragraphs with details and information relevant to the focus.
    Write informational pieces, specific to a purpose and audience, which have a well developed main idea, includes cause and effect relationships or problem and solution, and contain precise language and specific detail, relevant graphics, and primary and secondary sources (e.g. letters, reports, instruction, essays, articles, interviews).
    Write persuasive pieces, specific to a purpose and audience, which have a clearly stated position or opinion, with convincing and properly cited evidence that anticipates and counters reader concerns and arguments.
    Write to create style, tone, and voice using a variety of sentence structures and descriptive word choices, and literary devices. (style)
    Focus, content, organization, style, and conventions work together to impact writing quality
    Intentionally Blank
    Analyze a primary source for accuracy and bias and connect it to a time and place in Pennsylvania.
    Analyze a primary source for accuracy and bias and connect it to a time and place in United States history.
    Apply the theme of continuity and change in Pennsylvania history and relate the benefits and drawbacks of your example.
    Generate a historical research paper or presentation.
    Summarize how conflict and compromise in Pennsylvania history impact contemporary society.
    Summarize how conflict and compromise in United States history impact contemporary society.
    Synthesize a rationale for the study of individuals in Pennsylvania history.
    Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
    Analyze how two or more authors present and interpret facts on the same topic.
    Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.
    Analyze the interactions between individuals, events, and ideas in a text.
    Analyze the structure of the text through evaluation of the author’s use of graphics, charts. and the major sections of the text.
    Analyze the structure of the text through evaluation of the author’s use of specific sentences and paragraphs to develop and refine a concept.
    Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
    Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
    Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words).
    Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
    Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative, and technical meanings.
    Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
    Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.
    Evaluate an author’s argument, reasoning, and specific claims for the soundness of the argument and the relevance of the evidence.
    Evaluate author’s arguments, reasoning, and specific claims for the soundness of the arguments and the relevance of the evidence.
    Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) present a particular topic or idea.
    Informational: Identify and introduce the topic clearly, including a preview of what is to follow. Argumentative: Introduce and state an opinion on a topic. Narrative: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
    Informational: Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. Argumentative: Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. Narrative: Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
    Informational: Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. Argumentative: Acknowledge and distinguish the claim(s) from alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. Narrative: Use narrative techniques such as dialogue, description, reflection, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
    Informational: Identify and introduce the topic clearly, including a preview of what is to follow. Argumentative: Introduce and state an opinion on a topic. Narrative: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
    Informational: Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. Argumentative: Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented. Narrative: Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events.
    Informative: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. Argumentative: Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented. Narrative: Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events.
    Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
    Write with an awareness of the stylistic aspects of composition.

Description

The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience. After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts. The teaching task requires students to read, analyze, and comprehend written materials and then write cogent arguments, explanations, or narratives in the subjects they are studying.

 

On May 31, 1889, Johnstown, Pennsylvania, experienced one of the nation's greatest disasters. The South Fork dam broke, sending a tidal wave of debris-filled water on a collision course with anything and anyone in its path. As the wave smashed through downtown Johnstown, it destroyed homes and businesses, killing an estimated 2,209 men, women, and children. This terrible event gained national attention and left many asking what could have caused this tragedy. In this task, students will research this event, study the evidence, and determine the primary cause of the Johnstown Flood of 1889.

Objectives

In this extended writing task, students will read, analyze, and gather relevant information from text(s) and write an argumentative essay. Students will:

  • Determine the primary cause of the Johnstown Flood.
  • Analyze various primary source texts.
  • Establish and support a claim with evidence from texts.
  • Write an argumentative essay on the primary cause of the Johnstown Flood.

Vocabulary

charter - a document issued by a government outlining the rights and privileges to a group or person

confluence - the junction of two rivers

flood plain - an area of low-lying ground adjacent to a river, formed mainly of river sediments and subject to flooding

freshets - the flood of a river from heavy rain or melted snow

hunkies - an ethnic slur used in the United States to refer to a laborer from Central Europe

sluice - a sliding gate or other device for controlling the flow of water

spillway - a passage for surplus water from a dam

thunder gusts - a thunderstorm with intense wind

viaduct - a long bridge-like structure, typically a series of arches, carrying a road or a railroad across a valley or other low ground







Duration

350 minutes/7 periods

Materials

Related Materials & Resources

Suggested Instructional Strategies

W:

The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric.
H:

The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario.
E:

The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment.
R:

Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product.
E:

The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students.
T:

The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demands. Demands are additional writing and cognitive challenges that teachers can add to a template task. They help to address language in the PA Core Standards. In the LDC 1.0 Collection, these additional levels of challenge were labeled L1, 2 or 3.
O:

The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment.

Instructional Procedures

Teacher Preparation
Prior to launching the teaching task in the classroom, a teacher should consider the following questions:

 

How much support will students need to successfully complete the task?

 

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

 

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

 

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

 

What note-taking method will students use, and does that method align with the writing task?

 

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

 

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

 

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

 

Daily Plan
The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

 

Teaching Task

Task 1 Template (Argumentation/Analysis): What caused the Johnstown Flood of 1889? After researching secondary and primary source texts on the Johnstown Flood of 1889, write an article for the Pennsylvania Heritage magazine in which you argue the primary cause(s) of the flood. Support your position with evidence from your research.

 

Day 1

Task Engagement and Analysis
The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts). Sharing the rubric with students will clarify the expectations. (Clicking on each performance level of the rubric will enable teacher access to annotated student writing for that level.)

The teacher explains the timetable and supports available for completing the task.

Text Selection
The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed.

 

Days 2-3

Preview texts
The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking
The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research
The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

 

Which parts of the text provide evidence that relates to the prompt?

 

What historical or current examples did you notice that relate to the prompt?

 

What is the text explicitly saying? What gaps or unanswered questions do you see?

 

What competing arguments have you encountered or thought of based on the text (argumentative)?

 

How do you know your sources are credible?

 

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g., whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

 

Day 4

Transition to Writing
The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim
Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position, etc.)

Organizing Notes/Planning
Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

 

Days 5-6

Development of rough drafts
Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

 

Day 7

Completion of Final Draft
Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection
The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring
The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring
Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback
It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels
Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

Performance Level Total Score Cut* Average Score Cut*
Not Yet 10.5 1.5
Approaches Expectations 17.5 2.5
Meets Expectations 24.5 3.5
Advanced N/A N/A
* The cut scores above are the highest scores possible within their associated performance levels. To score at the Advanced level, a student would have to earn more than 24.5 total points or an average score greater than 3.5 points. The highest scores possible for Advanced (28 and 4.0) are not cut scores because there is no higher performance level than Advanced.

LDC Scores and Grades
LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

 

Rubric

Grades 6-12 Argumentation Teaching Task Rubric 2.0

 

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Scoring Elements

1

1.5

2

2.5

3

3.5

4

Focus

 

Attempts to address prompt, but lacks focus or is off-task.

 

Addresses prompt appropriately and establishes a position, but focus is uneven. D: Addresses additional demands superficially.

 

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. D: Addresses additional demands sufficiently.

 

Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. D: Addresses additional demands with thoroughness and makes a connection to claim.

 

Controlling Idea

 

Attempts to establish a claim, but lacks a clear purpose.

 

Establishes a claim.

 

Establishes a credible claim.

 

Establishes and maintains a substantive and credible claim or proposal.

 

Reading/ Research

 

Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

 

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

 

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

 

Accurately and effectively presents important details from reading materials to develop argument or claim.

 

Development

 

Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.

 

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.

 

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.

 

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

 

Organization

 

Attempts to organize ideas, but lacks control of structure.

 

Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.

 

Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.

 

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

 

Conventions

 

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

 

 

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

 

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.

 

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Content Understanding

 

Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

 

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

 

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

 

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
                     
Literacy Design Collaborative, 2013

Author

Linda Muller, California University of Pennsylvania

Content Collections

Loading
Please wait...

Insert Template

Information