Persuasive Essay: Should We Celebrate Columbus Day
Persuasive Essay: Should We Celebrate Columbus Day?
Teacher Name: Gregorio
Student Name: ________________________________________ | |
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|CATEGORY |Above Standards | Meets Standards |Approaching Standards |Below Standards | |
| |Expert |Practitioner |Apprentice |Novice |Score |
| |9-10 |6-8 |3-5 |1-2 | |
|Second Paragraph/1st Argument|The second paragraph gives one |The second paragraph gives |The second paragraph gives one reason.|The second paragraph gives | |
| |reason and supporting details. The |one reason and supporting |At least one of the supporting details|one reason. Evidence and | |
| |supporting details are specific, |details. Most of the |is relevant and has an explanation |examples are NOT relevant | |
| |relevant and explanations are given |supporting details are |that shows how that piece of evidence |AND/OR are not explained. | |
| |that show how each piece of evidence|specific, relevant and |supports the author's position. |Evidence is not related to | |
| |supports the author's position. |explanations are given that|However, argument is supported by |argument. | |
| |Evidence clearly supports the |show how each piece of |limited evidence. | | |
| |position; evidence is abundant. |evidence supports the | | | |
| | |author's position. Evidence| | | |
| | |clearly supports the | | | |
| | |position; evidence is | | | |
| | |sufficient. | | | |
|Third Paragraph/2nd Argument |The third paragraph gives one reason|The third paragraph gives |The third paragraph gives one reason. |The third paragraph gives | |
| |and supporting details. The |one reason and supporting |At least one of the supporting details|one reason. Evidence and | |
| |supporting details are specific, |details. Most of the |is relevant and has an explanation |examples are NOT relevant | |
| |relevant and explanations are given |supporting details are |that shows how that piece of evidence |AND/OR are not explained. | |
| |that show how each piece of evidence|specific, relevant and |supports the author's position. |Evidence is not related to | |
| |supports the author's position. |explanations are given that|However, argument is supported by |argument. | |
| |Evidence clearly supports the |show how each piece of |limited evidence. | | |
| |position; evidence is abundant. |evidence supports the | | | |
| | |author's position. Evidence| | | |
| | |clearly supports the | | | |
| | |position; evidence is | | | |
| | |sufficient. | | | |
|Fourth Paragraph/3rd Argument|The fourth paragraph gives one |The fourth paragraph gives |The fourth paragraph gives one reason.|The fourth paragraph gives | |
| |reason and supporting details. The |one reason and supporting |At least one of the supporting details|one reason. Evidence and | |
| |supporting details are specific, |details. Most of the |is relevant and has an explanation |examples are NOT relevant | |
| |relevant and explanations are given |supporting details are |that shows how that piece of evidence |AND/OR are not explained. | |
| |that show how each piece of evidence|specific, relevant and |supports the author's position. |Evidence is not related to | |
| |supports the author's position. |explanations are given that|However, argument is supported by |argument. | |
| |Evidence clearly supports the |show how each piece of |limited evidence. | | |
| |position; evidence is abundant. |evidence supports the | | | |
| | |author's position. Evidence| | | |
| | |clearly supports the | | | |
| | |position; evidence is | | | |
| | |sufficient. | | | |
|Organization/Sequencing |Arguments are discussed in the same |Arguments are discussed in |The arguments are not discussed in the|The arguments are not | |
| |order they were presented in the |the same order they were |same order as they were presented in |discussed in the same order | |
| |introductory paragraph. Arguments |presented in the |the first paragraph and/or a few of |as they were presented in | |
| |and supporting details are provided |introductory paragraph. |the supporting details or arguments |the first paragraph. Many of| |
| |in a logical order that makes it |Arguments and supporting |are not in an expected or logical |the supporting details or | |
| |easy and interesting to follow the |details are provided in a |order, distracting the reader and |arguments are not in an | |
| |author's train of thought. The |fairly logical order that |making the essay seem a little |expected or logical order | |
| |strongest argument is presented |makes it reasonably easy to|confusing. The strongest argument may |distracting the reader and | |
| |last; in the fourth paragraph. |follow the author's train |not be presented last; in the fourth |making the essay seem very | |
| | |of thought. The strongest |paragraph. |confusing. The strongest | |
| | |argument is presented last;| |argument is not presented | |
| | |in the fourth paragraph. | |last. in the fourth | |
| | | | |paragraph. | |
|Closing paragraph / |The conclusion is strong and leaves |The conclusion is |The author's position is restated |There is no conclusion - the| |
|Conclusion/ |the reader solidly understanding the|recognizable. The author's |within the closing paragraph, but not |paper just ends. Conclusion| |
|Call to action |writer's position. Effective |position is restated within|near the beginning. Conclusion |omits a call to action. | |
| |restatement of the position |the first two sentences of |vaguely hints to action to be taken. | | |
| |statement begins the closing |the closing paragraph. | | | |
| |paragraph. Conclusion calls readers |Conclusion suggests | | | |
| |to action, telling them exactly what|possible action to be | | | |
| |to do. |taken. | | | |
|Mechanics |Author makes 0-2 errors in grammar, |Author makes 3-5 errors in |Author makes 6-8 errors in grammar, |Author makes 9 or more | |
| |spelling capitalization or |grammar, spelling |spelling capitalization or |errors in grammar, spelling | |
| |punctuation that distracts the |capitalization or |punctuation that distracts the reader |capitalization or | |
| |reader from the content. |punctuation that distracts |from the content. |punctuation that distracts | |
| |Essay contains 0-2 forbidden words. |the reader from the |Essay contains 6-8 forbidden words. |the reader from the content.| |
| | |content. Essay contains 3-5| |Essay contains 9 or more | |
| | |forbidden words. | |forbidden words. | |
|FINAL | | | | | |
|SCORE | | | | | |
| | | | | | |
| | | | | |70 |
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