TOULMIN ARGUMENT Grading Rubric
ENGL 124 ~ C. ZELLER (Page 1 of 2)
Masterful (A)
8
Skilled (B)
7
Able (C)
6
Developing (D)
5
Way Off (F)
4-0
Claim: Presents a
unique approach, is
appropriate to
assignment prompt,
provides clear focus,
and presents a
judgment/opinion.
Focus: Remains clear
and consistent
throughout. Author
purposefully uses
strategies to keep
reader focused.
Purpose: Suits
assignment prompt.
Purpose does not
waiver. Author puts
unique signature on
purpose.
Rebuttal and response
are easily identified,
clear, comprehensive,
respectful, and fair.
Claim: Appropriate to
assignment prompt,
provides clear focus,
presents a
judgment/opinion.
Focus: Clear and does
not vary.
Purpose: Suits
assignment prompt.
Purpose does not
waiver.
Claim: Appropriate to
assignment prompt,
hints at focus,
judgment/opinion
could be more clearly
stated.
Focus: Present
throughout the
essay, but author
could use more
strategies to remind
readers of focus.
Purpose: Suits
assignment prompt.
Purpose may
occasionally waiver.
Claim: Does not meet
assignment guidelines,
lacks a unified focus,
does not represent a
judgment/opinion.
Focus: Waivers
throughout the essay
Purpose: Although an
attempt is made to
meet the assignment’s
purpose, the essay
misses the mark.
Claim: Absent or
inappropriate to
assignment prompt,
presents a total lack
of focus, does not
presents a
judgment/opinion.
Focus: Totally lacking
Purpose: Does not
meet assignment
guidelines.
Rebuttal and
response are easily
identified, and clear,
respectful, and fair,
but could be more
comprehensive.
Rebuttal and
response are
identifiable, but
could be more clear.
Rebuttal and
responses could be
more respectful, fair,
and comprehensive.
Rebuttal and response
are hidden and lean.
They exhibit a lack of
respect and fairness.
Rebuttal and
response are either
non-existent or are
disrespectful.
Supporting
Information and
Research Material
Analysis is expertly
supported with
credible and specific
evidence. Specific
details/examples are
appropriate and
numerous. Research
material is expertly
integrated.
Analysis is strongly
supported with
credible and specific
evidence. Specific
details/examples are
appropriate and
numerous. Research
material is clearly
identified as such.
Analysis is supported
with evidence.
Evidence is credible,
but could be more
specific. Specific
details/examples are
appropriate, but
could be more
numerous.
Integration of
research material is
awkward and lacks
consistency.
Analysis is not
supported with
credible or specific
evidence. Specific
details/examples are
absent or not
appropriate.
Integration of
research material is
inadequate.
Plagiarism is present.
Structure/Organization
Overall Organization:
Logical, consistent,
seamless transitions
between ideas.
Introduction: Creative
hook transitions into
general topic, then
thesis.
Body Paragraphs:
Begin with creative
and clear topic
Overall Organization:
Logical, consistent,
seamless transitions
between ideas.
Introduction: Hook
transitions into
general topic, then
thesis. Elements flow
naturally.
Body Paragraphs:
Begin with clear topic
Overall Organization:
Transitions between
ideas are clear, but
they are obvious and
could be more
seamless.
Introduction: Basic
elements are
organized, but
organization is forced
and draws attention.
Analysis is not
supported with
adequate evidence.
Evidence credibility is
questionable. Evidence
is general rather than
specific. Specific
details/examples are
lacking. Integration of
research material lacks
adequate effort
(source material may
not be properly
identified; areas of
plagiarism are
present).
Overall Organization:
Transitions between
ideas are present, but
could be more clear.
Introduction: Some
elements may be
missing, causing
organization to suffer.
Body Paragraphs:
Some elements may
be missing, causing
Focus, Purpose, Claim
Rebuttal and Response
Overall Organization:
Transitions not
present.
Introduction: Key
elements missing.
Body Paragraphs:
Key elements
missing.
Conclusion: Key
elements missing.
Audience,
Engagement, Tone,
and Point of View
Citations
Language Skills
(Grammar and
punctuation)
sentences. Transitions
help join items of
support which appear
in logical sequence.
Conclusion: Creatively
and successfully
reminds reader of
thesis and main ideas,
refrains from
addressing new
information, and
leaves the reader with
a unique and thought
provoking final
thought.
sentences. Transitions
help join items of
support which appear
in logical sequence.
Conclusion:
Successfully reminds
reader of thesis and
main ideas, refrains
from addressing new
information, and
leaves the reader with
thought provoking
final thought.
Body Paragraphs:
Elements are
present, but may not
necessarily work well
with one another
(lack cohesiveness).
Conclusion: Reminds
reader of thesis and
main ideas, but may
fail to end with a final
thought.
organization to suffer.
Conclusion: May not
remind reader of
thesis or main ideas,
and may fail to end
with a final thought.
Masterful (A)
6
Skilled (B)
5
Able (C)
4.5
Developing (D)
4
Way Off (F)
3-0
Audience: Expertly
written for a
professional and
educated audience
using mature voice to
win over readers.
Tone: Unique,
respectful and free
from bias
Point of view: Author
uses point of view to
his/her advantage.
POV meets
assignment
requirements
Engagement: Highly
creative and
successful methods of
presenting material in
an engaging manner.
In-text citations and
works cited entries are
expertly formatted so
that the relationship
between the two is
clear.
Audience: Obviously
written for a
professional and
educated audience.
Tone: Respectful and
free from bias
Point of view: Meets
assignment
requirements
Engagement:
Successful methods of
presenting material in
an engaging manner.
Audience: Attempt
to write for a
professional and
educated audience is
made, though the
result of that effort
could be stronger.
Tone: Respectful and
any bias that exists is
not overpowering
Point of view: Meets
assignment
requirements
Engagement: An
attempt is made to
present material in
an engaging manner,
but the level of
engagement is
inconsistent.
In-text citations and
works cited entries
could demonstrate
more consistency in
overall format and/or
punctuation.
Audience: Little
attempt is made to
consider audience.
Tone: Lacks
consistency; waivers
from respectful to
disrespectful; biased
language exists on
occasion.
Point of view: Lacks
consistency; POV
waivers throughout
Engagement: Material
is presented with in a
dull and predictable
manner.
Audience: No
attempt is made to
consider audience.
Tone: Lacks respect
and relies on biased
language.
Point of view: Does
not meet assignment
requirement.
Engagement: No
effort is made to
present material in
an engaging manner.
In-text citations and
works cited entries are
present, but lack
proper formatting.
Sentence structure is
varied and skillful;
sentences flow
extremely well.
Vocabulary is robust
and appropriate to
assignment.
No errors are present
(significant care to
proofread is
demonstrated).
Writing demonstrates
masterful command of
higher level language
skills.
Sentence structure is
varied, and sentences
flow well. Vocabulary
is strong and
appropriate to
assignment.
Few errors are
present, and errors
do not interfere with
readability. Writing
demonstrates
consistent command
of higher level
language skills.
Sentence structure is
mixed, but lacks flow.
Vocabulary is
appropriate to
assignment but
unoriginal. Some
errors are present
and impede
readability. Writing
demonstrates
satisfactory
command of higher
level language skills.
Sentence structure
shows little variation.
Vocabulary is
predictable, lacks
originality, and does
not suit assignment.
Many errors are
present and impede
readability. Writing
does not demonstrate
satisfactory command
of higher level
language skills.
In-text citations and
works cited entries
are either absent or
demonstrate a
complete lack of
effort to be properly
formatted. Plagiarism
is present (results in a
50% to 100% loss of
points).
Sentence structure is
static and
demonstrates a lack
of effort. Vocabulary
is predictable, lacks
originality, and may
be inappropriate for
assignment. Lack of
proofreading is
evident. Errors
greatly inhibit
readability. Writing
demonstrates
unsatisfactory
command of basic
level language skills.
In-text citations and
works cited entries
are formatted well,
though they may
present small errors
in punctuation.
Additional Point Deductions
(Page 2 of 2)
Formatting (We use MLA format in this class. For more information on MLA, watch this video.)
ISSUE
# OF POINTS
DEDUCTED
Margins are not set at 1 inch
-1
Page numbers are not set in the upper right hand
-1
corner of each page
No space between last name and page number
-1
Heading is incorrectly organized
-1
Date of heading is incorrectly formatted
-1
Essay is not double spaced throughout
-2
Title is bold, italic, underlined, the wrong size, the
-1
wrong font, all capitals, in quotation marks, or
unoriginal
Font is not in 12 point Times New Roman, Calibri, or
-1
Ariel (in addition, font color and/or style may vary
throughout the essay)
Works Cited page layout is not properly formatted
-3
(lacking double spacing, hanging indent,
alphabetization, etc.)
Improper Page Length Essays for this course should run 1500-2000 words. Why is going over essay length a problem? Because one of the
objectives of ENGL 124 is that the author writes within set parameters. Learning how to narrow an essay’s focus is as important as learning
how to broaden that focus.
Significantly under 1500 words
Significantly over 2000 words
-8
-8
Toulmin Essay Assignment Instructions
Essay Due Date: Sunday, Week 10
Background:
In the Week 8 Discussion Board, you shared your Toulmin outlines. You selected a topic of your own or a
topic from the list below, you laid out your claim, evidence, warrant(s), backing, rebuttal, and qualifier(s).
Your next step is to expand on each of these ideas to form a cohesive and effective argument that will be
difficult for your opposition to argue against.
Topics:
Two broad topics are available to you. You must choose one, but you have the freedom to narrow
or focus that topic as you choose, and narrowing these broad topics is a must. For example, if you
choose to write about Health and Wellness, you could focus your paper on a) vegan diets, b) autism
spectrum disorders, c) prenatal/postnatal health, d) GMOs, and so on. There are literally
THOUSANDS of possibilities. The same is true for the second broad topic.
Remember that you will also write your research paper on one of these topics; both papers can be
focused on the same topic, but the thesis of each paper needs to be different.
Equality and Democracy
Health and Wellness
Example:
For an example of a Toulmin argument, read “Why is Compromise Now a Dirty Word” by Deborah Tannen
on pages 147-149 of EAA.
Purpose:
The Toulmin method is not just a model for argumentation; it’s a system of sound reasoning. You’ll find this
method helpful when you’re in the process of crafting an opinion or trying to make a decision about a given
topic. The Toulmin method provides you with the opportunity to craft an opinion and to test it within a
structure of logical reasoning. When applied as the structure of an argumentative essay, the Toulmin
provides authors with an excellent format that, if followed correctly, makes for an extremely strong
argument.
Structure:
Unlike the rhetorical analysis--which was not composed according to a strict structure--a Toulmin essay is
built on deliberate structure. In its most basic iteration, the Toulmin begins with a claim, then moves into
support of the claim, followed by respectful discussion of the counterargument, then rebuttal response.
You should be familiar with the structure as you crafted a thorough outline for the Toulmin essay in Week
8. As a reminder, your essay should tackle the following:
1. General Topic
2. Claim (Previously identified as your thesis): The position or claim being argued
3.
4.
5.
6.
7.
Data: Evidence that supports the claim.
Warrrants: Explanation of how or why the data supports the claim
Backing: Additional logic/reasoning necessary to support the warrant
Counterargument: The opposition’s point of view
Rebuttal: Response to the counterargument
For a Toulmin argument break-down example, visit the Purdue Online Writing Lab.
What to Avoid:
In the past several weeks of the course, your skills in identifying bias in an argument have strengthened.
Now it’s your turn to write an essay that is as free from obvious bias as possible. This includes avoiding the
reliance on biased sources (3-5 sources are required for this paper; 2 must come from a library database).
Be careful to also avoid writing in a disrespectful tone. Finally, you will want to avoid reliance on logical
fallacies.
Assessment of Toulmin Essay:
Your Toulmin essay will be assessed using the “Toulmin Argument Rubric.” Review this rubric BEFORE you
begin your writing process, revisit the rubric mid-way through the process, and again at the end of your
process to ensure you’re on the right track. Also, be sure to follow the following assignment parameters.
Assignment Requirements:
Word Requirements: 1500-2000 words
Point of View Requirement: Third Person.
o In academic writing, the point of view of choice is third person. THIRD PERSON IS REQUIRED
FOR THIS ESSAY AND FOR THE TOULMIN! First or second person essays will receive a
reduction in points.
Page Layout: Your paper must be formatted according to MLA standards.
o You’ve all passed ENGL 120, so you should be familiar with these standards. If you are not,
visit page 463 in EAA.
Your essay MUST CONTAIN between 3-5 sources.
o At least two sources must come from a Cuyamaca Library database. Remember, there is a
special database format for works cited entries. Be sure you’re using the proper format.
Your paper must contain a works cited page. Use the Purdue OWL as your resource, so your entries
are formatted according to MLA’s 2016 guidelines.
Your paper must contain in-text citations. Review the relationship between works cited entries and
in-text citations in The Prentice Hall Reader or watch this video.
This paper will be assessed/graded according to the Toulmin Rubric located in the Weekly
Assignments Week 8 and Week 10 Folders.
This paper is worth 50 points.
Once you receive feedback from me, you will have the option of revising this paper and submitting
it as a component of your final portfolio.
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