Persuasive Rubric Grades

Score

Rhetoric/Content Rubric

Conventions Rubric

4

Advanced Proficient The paper does all or most of the followina: The writing -

• Title enhances the composition

• Clearly addresses all parts of the writing task

• Provides a meaningful thesis and maintains a consistent tone and focus

• Demonstrates control of organization including transitional devices and an insightful conclusion

• Thoughtfully supports the thesis and main ideas with specific details and examples.

• Provides a variety of sentence types and uses precise, descriptive language.

• Demonstrates a clear sense of audience.

• Uses a consistent and confident voice which reflects the writer's position.

• Authoritatively defends a position with precise and relevant evidence and convincingly addresses the reader's concerns, biases, and expectations

• Demonstrates a command of usage while using a variety of complex ideas and/or sentence structures.

• May contain few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, spelling).

• These errors do not interfere with the reader's understanding of the writing or the effectiveness of the writing style.

• Errors may be due to risk taking as student attempts sophisticated grammatical structures.

• Reflect legible and appropriate manuscript format

3

Proficient The paper does all or most of the followina:

The writing -

• Includes an appropriate title

• Addresses all parts of the writing task.

• Provides a thesis and maintains a consistent tone and focus.

• Demonstrate control of organization including transitional devices and a satisfying conclusion

• Supports the thesis and main ideas with details and examples.

• Use persuasive language and generally appeals to emotions and logic through some reasoning.

• Provides a variety of sentence types and uses some descriptive language.

• Demonstrates a general sense of audience.

• Maintains a confident voice which reflects the writer's position.

• Generally defends a position with relevant evidence and addresses the reader's concerns, biases, and expectations.

• Demonstrates general evidence of control of common usage. Writer has control of sentence boundaries.

• Contains some errors or more than one kind of error in the conventions of English language (grammar, punctuation, capitalization, spelling).

• These errors do not interfere with the reader's understanding of the writing, and the essay may be read with relative ease and few distractions.

• Some attempt at complex sentence structure may cause minor errors in the conventions of English language.

• Reflect legible and appropriate manuscript format

2

Partially Proficient The paper does some or all of the followina: The writing -

• Addresses only parts of the writing task.

• May provide a thesis and maintains an inconsistent tone and focus

• Demonstrates little, if any, control of organization. May include transitional devices and a conclusion

• May support the thesis and main ideas with limited, if any, details and/or examples.

• Uses basic language and fails to appeal to emotion and logic

• Provides few, if any, types of sentences, and uses basic, predictable language.

• Demonstrates little or no sense of audience.

• Uses a voice which may waiver or change position

• Defends a position with little, if any, evidence and may address the reader's concerns, biases, and expectations.

• Demonstrates some evidence of control of common usage.

• Contains several errors in the conventions of the English language (grammar, punctuation, capitalization, spelling).

• These errors may interfere with the reader's understanding of the writing, but most of the essay can be read with comprehension of the writer's intent.

• Sentences are all or mostly simple construction.

• Reflect legible and appropriate manuscript format

1

Non-Proficient The paper does some or all of the followina: The writing -

• May not include a title

• Addresses only one part of the writing task

• May provide a weak, if any, thesis; fails to maintain a focus.

• Demonstrates little, or no, control of organization. Transitional devices may be limited or absent.

• Argument may be circular

• Fails to support ideas with details and/or examples.

• Uses irrelevant language and fails to appeal to emotion and logic

• Provides no sentence variety and uses limited vocabulary.

• Demonstrates no sense of audience.

• Fails to defend a position with any evidence and fails to address the reader's concerns, biases, an expectations.

• Demonstrates limited/little control of usage; or the piece may be so limited that there is little on which to base judgment.

• Contains serious errors in the conventions of the English language (grammar, punctuation, capitalization, spelling).

• The errors interfere with the reader's understanding of the writing and may be unintelligible.

• Demonstrates little awareness of sentence structure beyond simple sentences.

• Reflect legible and appropriate manuscript format

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