Provide a justification for teaching a conceptual
unit that is convincing to its targeted audience, which should include school
administrators, colleagues, board of education members, parents, and anyone
else who might ask you to defend your teaching.
Take the form of an argument, consisting of
A clearly articulated overall thesis
a set of related claims
responsible evidence that serves to support those
claims (drawn from some form of scholarship)
warrants that explain how the evidence supports
the claims
an anticipation of a counterargument to the rationale
a rebuttal of that counterargument.
Orchestrate these components into a coherent argument
Use language suitable to impress your readers that
you are qualified to be an English teacher.
Include evidence of a rough draft that has been subjected
to a peer critique based on this rubric.
A rationale receiving a B will do the following:
Provide a justification for teaching a conceptual
unit that is generally convincing to its targeted audience, which should include
school administrators, colleagues, board of education members, parents, and
anyone else who might ask you to defend your teaching.
Take the form of an argument, consisting of
a clearly articulated thesis
a set of related claims, although those claims
might not have the clear relationship evident in an rationale receiving
an A
responsible evidence that serves to support those
claims (drawn from some form of scholarship), although that evidence might
not be as clearly explained or as well documented as that in a rationale
receiving an A
warrants that explain how the evidence supports
the claims, although that support might not be as clearly explained as
in the warrants in a rationale receiving an A
an anticipation of a counterargument to the rationale
a rebuttal of that counterargument, although that
counterargument might not be as convincing as the counterargument in a
rationale receiving an A.
Orchestrate these components into a coherent argument,
although the overall coherence might not be as great as in a rationale receiving
an A.
Use language suitable to impress your readers that
you are qualified to be an English teacher.
Include evidence of a rough draft that has been subjected
to a peer critique based on this rubric.
A rationale receiving a C will do the following:
Provide a justification for teaching a conceptual
unit that is somewhat convincing to its targeted audience, which should include
school administrators, colleagues, board of education members, parents, and
anyone else who might ask you to defend your teaching.
Take the form of an argument, consisting of
a thesis, which might not as clearly articulated
as that in a rationale receiving a B, or might be so broad that it does
not justify the particular unit being defended.
a set of claims, although the relationship among
those claims might not be abundantly clear, or might consist of platitudes
or buzzwords rather than argumentative points.
evidence that serves to support those claims,
although that evidence might not have a scholarly basis (e.g., might be
based on personal opinion) and might not be as clearly explained or as
well documented as that in a rationale receiving a B
warrants that do not clearly explain the relationship
between a claim and its supporting evidence.
a counterargument that is not worthy of address
or acts as a non sequitur to the argument in the rationale
a rebuttal of that counterargument that does not
convincingly refute it.
Orchestrate these components poorly, without a clear
relationship among the claims or between the claims and the main thesis of
the argument.
Use language suitable to impress your readers that
you are qualified to be an English teacher.
Include evidence of a rough draft, though without
necessarily evidence of a peer critique.
A rationale receiving a D will do the following:
Provide a justification for teaching a conceptual
unit that is not likely to convince its targeted audience, which should include
school administrators, colleagues, board of education members, parents, and
anyone else who might ask you to defend your teaching.
Lack at least one of the basic features of an argument,
or include them in ways that are unrelated, poorly explained, or illogical.
These features include:
a thesis
a set of claims
evidence that serves to support those claims
warrants
a counterargument
a rebuttal of that counterargument
Orchestrate these components poorly, without a clear
relationship among the claims or between the claims and the main thesis of
the argument.
Use language that might raise questions among your
readers that you are qualified to be an English teacher.
Include no evidence of a rough draft or peer critique.
A rationale receiving an F will do the following:
Provide a no clear justification for teaching a conceptual
unit
Lack several of the basic features of an argument,
or include them in ways that are unrelated, poorly explained, or illogical.
These features include:
a thesis
a set of claims
evidence that serves to support those claims
warrants
a counterargument
a rebuttal of that counterargument
Present these components without a clear relationship
among the claims or between the claims and the main thesis of the argument.
Use language that might raise questions among your
readers that you are qualified to be an English teacher.
Include no evidence of a rough draft or peer critique.
A rationale receiving a zero will not be turned in.