Analytical Rubric for Persuasive Writing
Analytical Rubric for Persuasive Writing | |
|Feature |1 |2 |3 |4 |5 |6 |
|Taking a clear stand |There is no stand |There is an attempt to|The stand on the issue|There is a definite |There is a clear stand|There is a clear and |
|or position |on the issue. |take a stand on the |is unclear. |stand on the issue. |on the issue. |persuasive stand on the issue|
| | |issue. | | | |. |
| | |The stand fluctuates |The stand does not |The stand acknowledges|The stand demonstrates|The stand demonstrates an |
| | |between positions. |acknowledge that there|that there is another |an understanding of |understanding of both sides |
| | | |is another side of the|side of the issue. |both sides of the |of the issue and successfully|
| | | |issue. | |issue and attempts to |refutes one |
| | | | | |refute one. | |
| | | | | | |. |
| | | |The stand is |The stand is |The stand is |The stand is introduced in |
| | | |introduced in the |introduced in the |introduced in the |the first paragraph. |
| | | |first paragraph. |first paragraph. |first paragraph. | |
| | | | | | |The speaker clearly addresses|
| |There is no |There is little |There is some |There is an awareness |An awareness of the |the audience throughout. |
| |awareness of the |awareness of the |awareness of the |of the audience. |audience is evident | |
| |audience |audience. |audience. | |throughout. | |
|Supporting position |There are no |Quotations are |Quotations are |Two of the body |Each body paragraph |Each body paragraph contains |
|with accurate and |quotations. |included but are not |included but some are |paragraphs contain a |contains one relevant |one or more relevant |
|relevant information | |relevant. |not relevant. |relevant quotation. |quotation. |quotations. |
| | | | | | | |
| | | | | |Each body paragraph | |
| |There are no |Each body paragraph |Each body contains 2 |Each body paragraph |contains 4 relevant |Each body paragraph contains |
| |relevant facts. |contains 1 relevant |relevant facts from |contains 3 relevant |facts from the source |5 or more relevant facts from|
| | |fact from the source |the source materials. |facts from the source |materials. |the source materials. |
| | |materials. | |materials. | | |
| | | | | |The essay includes |The essay includes relevant |
| |There are no |The essay includes |The essay includes |The essay includes |relevant facts from |facts from each of the source|
| |references to the |facts from one of the |relevant facts from |facts from two the |two of the source |materials. |
| |sources |sources provided |one of the sources |sources provided. |materials. | |
| | | |provided | | |The essay contains 3, or |
| | | | | |The essay contains 3, |more, strong arguments that |
| |The essay contains |The essay contains 1 |The essay contains 1 |The essay contains 2 |or more, arguments |relate to the speaker’s |
| |no arguments that |argument that relates |or 2 arguments that |strong arguments that |that relate to the |position and do not overlap. |
| |relate to the |to the speaker’s |relate to the |relate to the |speaker’s position. | |
| |speaker’s position.|position. |speaker’s position. |speaker’s position. | | |
| |1 |2 |3 |4 |5 |6 |
|Organizing ideas |The essay includes:|The essay includes: |The essay includes: |The essay includes: |The essay includes: |The essay includes: |
|logically and |No introduction |An introduction that |An introduction that |An introduction that |An interesting |An attention grabbing |
|effectively | |tells what the essay |mentions some of the |mentions each argument|introduction that |introduction that mentions |
| | |is about |arguments that will be|that will be developed|mentions each argument|each argument that will be |
| | | |developed | |that will be developed|developed |
| | | | | | | |
| | | | | | |The body paragraphs are |
| |Body paragraphs are|Some body paragraphs |Most body paragraphs |The body paragraphs |The body paragraphs |clearly organized around an |
| |unorganized and |are organized around a|are clearly organized |are clearly organized |are organized around |argument including topic |
| |lack a topic |topic but lack a topic|around a topic stated |around a topic stated |an argument including |sentences |
| |sentence |sentence |in a topic sentence |in a topic sentence |topic sentences | |
| | | | | | |A conclusion that restates |
| | |A conclusion that |A conclusion that |A conclusion that |An interesting |the stance and the arguments |
| | |restates the |restates the stance |restates the stance |conclusion that |in a way that causes the |
| |No conclusion |introduction | |and the arguments |restates the stance |reader to be reflective |
| | | | | |and the arguments | |
| | | | | | |Logical sequence of the |
| | | | | | |paragraphs |
| | | | | |Logical sequence of | |
| | | | | |the paragraphs |No digressions |
| | | | | | | |
| | |Digressions and many |Digressions or abrupt |Digressions are |Digressions are rare. | |
| | |abrupt shifts between |shifts between ideas |present but not | | |
| |Frequent and |ideas | |disruptive. | | |
| |disruptive | | | | | |
| |digressions | | | | | |
|Fluency |The essay is |The essay is difficult|The essay is |The essay is |The essay is |The essay is formally |
| |difficult to |to understand. |understandable and |understandable and |understandable and |written, understandable and |
| |understand and to | |easy to read. |easy to read. |easy to read. |easy to read. |
| |read. | | | | | |
| | |Few transition words | | | |A variety of transitions is |
| |No transition words|are used to make |Transition words are |Transition words are |Transitions are used |used to make connections |
| |are used or |writing flow. |used to make writing |used to make writing |to make connections |between ideas. |
| |transition words | |flow. |flow. |between ideas. | |
| |are used | | | | |The essay has been accurately|
| |inaccurately. | | | | |edited for grammar, |
| | |The essay displays no |The essay displays few|The essay displays |The essay displays |punctuation, and spelling |
| | |editing for grammar, |edits for grammar, |little evidence of |evidence of editing |errors. (There are no more |
| |The essay displays |punctuation, or |punctuation, or |editing and there are |and few grammar, |than 5 errors.) |
| |no editing for |spelling errors. |spelling errors. |some errors in |punctuation, or | |
| |grammar, | | |grammar, punctuation, |spelling errors. | |
| |punctuation, or | | |or spelling. | | |
| |spelling errors. | | | | | |
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