For Texas RLA teachers, grades 6, 7 and 8
The STAAR grades 6–8 Argumentative writing rubric, explained
How TEA scores the argumentative extended constructed response in grades 6, 7 and 8: what each score point means, what separates a 3 from a 5, and the mistakes that cost the most. Paste a student’s essay below for a free score.
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The rubric, explained
The argumentative rubric, point by point
One reader scores two traits: ideas, 0 to 3, and conventions, 0 to 2, for 0 to 5. The ideas score judges the claim, the organization, the evidence and how clearly the ideas are expressed.
Development and Organization of Ideas (0–3)
Four things are judged at every level: the claim, the organization, the evidence, and the expression of ideas.
- 3 points
Clear and fully developed
The claim is clear, and the essay stays focused on it from start to finish. It is organized so a reader can follow it, with an introduction and a conclusion that do real work. Evidence from the reading is specific, well chosen and relevant, and the writer explains how each piece supports the claim. Ideas are expressed clearly. When there are two passages, a 3 needs evidence from both. At grade 8, an argumentative essay at this level also deals with a counterargument; at grades 6 and 7 one is not expected.
- 2 points
Present and partly developed
There is a claim, but it is only partly developed and the focus may drift. Organization is limited: the essay does not progress smoothly. Evidence is limited, may include details that do not matter, and is often not explained. Ideas are expressed in a basic way, with general or repeated wording.
- 1 points
Evident but not developed
A claim can be found, but it is not developed. Organization is minimal or weak. Evidence is insufficient or mostly irrelevant, with little taken from the reading. The expression of ideas is ineffective, so the reader has to work to follow the point.
- 0 points
No workable claim
A claim may be hinted at, but there is no introduction or conclusion, no evidence or only irrelevant evidence, and the writing is unclear. A 0 also goes to a response that only restates the prompt, does not address it, is mostly copied from the passage, or is blank or only a few words long.
Conventions (0–2)
Sentence construction, punctuation, capitalization, grammar and spelling, judged against what is expected at the student’s grade.
- 2 points
Consistent command
The writer shows consistent command of grade-level conventions. There may be a few errors, but they do not get in the way of understanding the writing.
- 1 points
Inconsistent command
There are several errors in sentence construction, punctuation, capitalization, grammar or spelling, but the reader can still understand what the writer means.
- 0 points
Little or no command
There are many errors, and they make the writing hard to understand. A paper that scores 0 on Ideas automatically scores 0 on Conventions, because that rule is printed on the rubric.
3 versus 5
What separates a 3 from a 5
These are one reader’s totals out of 5, Ideas plus Conventions. On the test two readers’ totals are added, so a 3 and a 5 here are about a 6 and a 10 on the report. Length is not what separates them: what the evidence does for the writer’s point is.
| A 3 out of 5 often looks like | A 5 out of 5 looks like | |
|---|---|---|
| The score | Usually Ideas 2 and Conventions 1. It can also be Ideas 1 with Conventions 2, or Ideas 3 with Conventions 0. | Ideas 3 and Conventions 2: the top of both traits. |
| The claim | Present, but only partly developed, or the focus drifts | Clear from the start and held all the way through |
| Evidence | One or two details from the text, dropped in or explained in a single repeated phrase | Specific details from the text, quoted or paraphrased, each explained: why it matters and how it supports the point |
| Organization | An introduction and a conclusion may be there, but the essay does not move smoothly from one idea to the next | Each paragraph moves the claim forward, and the conclusion does more than repeat the introduction |
| Counterargument | At grade 8, missing or mentioned in passing. Not expected at grades 6 and 7. | At grade 8, the other side is stated and answered with evidence |
| Conventions | Several errors in sentences, punctuation, capitalization, grammar or spelling, though the meaning comes through | Consistent command for the grade; a few slips that never get in the way |
Common mistakes
What costs points on argumentative essays in grades 6, 7 and 8
These patterns cost the most points in TEA’s released scored papers. Look for them first in your students’ drafts.
No claim at all
The student retells the reading or restates the prompt without taking a position. With no claim to support, the essay scores 0 on Ideas however long it is.
Reasons from the writer, not the text
The claim is supported with the student’s own experiences or opinions and nothing from the reading. The rubric asks for evidence from the text.
Evidence dropped in, not explained
A quotation or detail appears and the writer moves on, or the next sentence only repeats it. Evidence that is not explained holds Ideas at 2.
The same point, again and again
One reason returns in every paragraph in slightly different words. Readers count it once, and the repetition pulls Ideas down.
Skipping the counterargument in grade 8
From grade 8, a top-scoring argumentative essay addresses the other side. A sentence that names it and moves on is not enough.
Evidence from one passage only
With paired passages, a 3 in grade 6 and up needs evidence from both texts.
Grades 6–8
What is different in grades 6, 7 and 8
Grades 6, 7 and 8 share the rubric for grades 6 through English II. The one rule that changes inside the band is the counterargument: it is expected from grade 8 up, not in grades 6 and 7. What raises the bar from grade to grade is the set of scored sample papers TEA releases for each test, not the rubric text.
Two readers score every essay and their totals are added, so the score on the report runs from 0 to 10.
FAQ
Grades 6–8 Argumentative rubric questions teachers ask
What is on the STAAR Grades 6–8 Argumentative rubric?
Two traits. Development and Organization of Ideas is scored 0 to 3 and Conventions 0 to 2, for 0 to 5 from one reader. Two readers’ scores are added for 0 to 10.
What separates a 3 from a 5?
A 5 is the top of both traits: a clear claim developed with evidence that is explained, an organized essay, and consistent command of conventions. A 3 usually has a claim that is only partly developed or evidence that is not explained, plus several conventions errors.
Is a counterargument required?
From grade 8 up, yes, for a top Ideas score on an argumentative prompt. In grades 6 and 7 it is not expected.
Does a longer essay score higher?
No. In TEA’s released papers, short responses with explained evidence have earned the top Ideas score, and long ones that repeat themselves have not. The score follows what the evidence does for the writer’s point.
What scores a zero?
A response that only restates the prompt, does not address it, is mostly copied from the passage, or is blank or only a few words long. A 0 on Ideas always means a 0 on Conventions.
Does the free scorer use this rubric?
Yes. Pick the student’s grade and the scorer uses the calibrated setup for that grade, built from TEA’s released scoring guides. Paste the prompt your students answered, and the passage if you have it.
Keep reading
More on STAAR writing
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