Write an argumentative essay with a claim, evidence, and a counterclaim
When to use this goal
Fits middle and high school students who can write an opinion with reasons but do not support reasons with evidence from texts or address the other side. Present levels should show organized paragraph writing; this is an extension, not a starting point.
- Baseline
- Score two essays written under the goal's conditions, each row 0 to 3, and note which rows score lowest. Many students score zero on the counterclaim row at baseline; that row alone is often the first instructional target. Record whether texts were read independently or aloud.
- Tips
- Use prompts with two reasonable sides so a counterclaim exists. Texts should be short and clearly on each side. Coordinate with the English teacher so class essays can be scored with the same rubric; this reduces the need for extra writing tasks.
- Limits
- Monthly essays give few data points per year. Scores depend on reading the sources, even when read aloud. Rubric rows for explanation and counterclaim require scorer judgment; double-score some essays. The rubric does not cover conventions or style.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-016.
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Goal
By the annual IEP review date, given an argumentative prompt, two related texts at the student's reading level, and two class periods to plan and write, the student will write an argumentative essay that states a claim, supports it with at least two pieces of evidence from the texts, addresses a counterclaim, and concludes independently, earning a score of at least 12 out of 15 on a 15-point argumentative essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
Baseline: 5 out of 15 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Written Expression.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Writing - Written Expression
- Baseline
- 5 out of 15 rubric points.
- Annual goal518 characters
- By the annual IEP review date, given an argumentative prompt, two related texts at the student's reading level, and two class periods to plan and write, the student will write an argumentative essay that states a claim, supports it with at least two pieces of evidence from the texts, addresses a counterclaim, and concludes independently, earning a score of at least 12 out of 15 on a 15-point argumentative essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an argumentative prompt, two related texts at the student's reading level, and two class periods to plan and write
- Behavior
- The student will write an argumentative essay that states a claim, supports it with at least two pieces of evidence from the texts, addresses a counterclaim, and concludes independently
- Criteria
- Earning a score of at least 12 out of 15 on a 15-point argumentative essay rubric, on 3 of 4 consecutive scored essays
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 12 out of 15 on a 15-point argumentative essay rubric
- Mastery rule:
- on 3 of 4 consecutive scored essays
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given an argumentative prompt, two related texts at the student's reading level, and two class periods to plan and write, the student will write an argumentative essay that states a claim, supports it with at least two pieces of evidence from the texts, addresses a counterclaim, and concludes independently, earning a score of at least 12 out of 15 on a 15-point argumentative essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | States a clear, arguable claim | Supports the claim with at least two pieces of evidence from the texts | Explains how each piece of evidence supports the claim | Presents a counterclaim and responds to it | Concludes by restating the claim and its significance | Total (of 15) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 15-point argumentative essay rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.