Persuasive+Essay+Rubric

Persuasive Essay Rubric


 * CATEGORY ||  4 - Above Standards  ||  3 - Meets Standards  ||  2 - Approaching Standards  ||  1 - Below Standards  ||  Score  ||
 * Focus or Thesis Statement || The thesis statement names the topic of the essay and outlines the main points to be discussed. || The thesis statement names the topic of the essay. || The thesis statement outlines some or all of the main points to be discussed but does not name the topic. || The thesis statement does not name the topic AND does not preview what will be discussed. ||   ||
 * Support for Position || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ||   ||
 * Evidence and Examples || All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. || Evidence and examples are NOT relevant AND/OR are not explained. ||   ||
 * Accuracy || All supportive facts and statistics are reported accurately. || Almost all supportive facts and statistics are reported accurately. || Most supportive facts and statistics are reported accurately. || Most supportive facts and statistics were inaccurately reported. ||   ||
 * Audience || Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience. || Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. || Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. || It is not clear who the author is writing for. ||   ||
 * Transitions || A variety of thoughtful transitions are used. They clearly show how ideas are connected || Transitions show how ideas are connected, but there is little variety || Some transitions work well, but some connections between ideas are fuzzy. || The transitions between ideas are unclear OR nonexistent. ||   ||
 * Closing paragraph || The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. || The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. || The author's position is restated within the closing paragraph, but not near the beginning. || There is no conclusion - the paper just ends. ||   ||
 * Sources || All sources used for quotes, statistics and facts are credible and cited correctly. || All sources used for quotes, statistics and facts are credible and most are cited correctly. || Most sources used for quotes, statistics and facts are credible and cited correctly. || Many sources are suspect (not credible) AND/OR are not cited correctly. ||   ||
 * Sentence Structure || All sentences are well-constructed with varied structure. || Most sentences are well-constructed and there is some varied sentence structure in the essay. || Most sentences are well constructed, but there is no variation is structure. || Most sentences are not well-constructed or varied. ||   ||
 * Grammar & Spelling || Author makes no errors in grammar or spelling that distracts the reader from the content. || Author makes 1-2 errors in grammar or spelling that distracts the reader from the content. || Author makes 3-4 errors in grammar or spelling that distracts the reader from the content. || Author makes more than 4 errors in grammar or spelling that distracts the reader from the content. ||   ||
 * Capitalization & Punctuation || Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. || Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. || Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. ||   ||
 * Content Requirements || Author addressed the minimum requirements (i.e., concepts, key people, places and ideas). The author was successful in relating this information to the topic at hand. || Author addressed the minimum requirements. However, they were unsuccessful in relating this information to the topic at hand. || The author almost addressed the minimum requirements. One or two of the required topics were missing. || The author did not address the minimum requirements. Three or more of the required topics were missing. ||  ||