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S5 Debate speech rubric

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Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
COMMENTS
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
ORGANIZTION
LANGUAGE
3/7
3/7
3/7
Great if rebuttal can be provided after writing the benefits.
OVERALL
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
ORGANIZTION
LANGUAGE
3/7
3/7
3/7
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
OVERALL
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
LANGUAGE
3/7
3/7
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
OVERALL
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
LANGUAGE
3/7
3/7
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
OVERALL
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
CONTENT
3/7
Covered the benefits from employees’ and employers’ perspectives
LANGUAGE
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
OVERALL
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
CONTENT
3/7
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
LANGUAGE
ORGANIZTION
OVERALL
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
or incompetent.
COMMENTS
and competent.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
Documentation is incomplete, ineffective,
or incompetent.
COMMENTS
appropriate. Documentation is thorough
and competent.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
COMMENTS
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
The written text contains some errors in
spelling, grammar, punctuation, or
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
COMMENTS
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
The written text contains some errors in
The written text contains few or no errors in
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
COMMENTS
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
DEVELOPMENT
WRITER’S AUTHORITY
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
LANGUAGE
COMMENTS
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
DEVELOPMENT
WRITER’S AUTHORITY
trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
LANGUAGE
COMMENTS
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
untrustworthy
perceive this textual voice as mostly
trustworthy.
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
Readers perceive this textual voice as
untrustworthy
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
DEVELOPMENT
WRITER’S AUTHORITY
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
The writer’s voice in the text
demonstrates a general understanding of
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
LANGUAGE
COMMENTS
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
The writer’s voice in the text
The writer’s voice in the text demonstrates a
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
DEVELOPMENT
evidence is not provided for most reasons.
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
evidence supports most reasons.
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
DEVELOPMENT
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
The written text adequately employs
reasons and evidence—i.e., most reasons
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
support the text’s purpose, and specific
evidence supports most reasons.
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
DEVELOPMENT
The written text employs some faulty
The written text adequately employs
The written text effectively employs reasons
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
of the text’s ideas.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
reader to understand the text’s ideas.
logic assists a reader’s understanding
of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
disorganization makes it difficult for a
reader to understand the text’s ideas.
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
The written text demonstrates a
generally clear arrangement of
paragraphs, a generally clear use of
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
PURPOSE AND AUDIENCE
ORGANIZATION/LOGIC
)
1— Needs improvement
2— Competent
3— Excellent
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
The written text demonstrates a confusing
arrangement of paragraphs, a formulaic
The written text demonstrates a
generally clear arrangement of
The written text demonstrates a logical
arrangement of paragraphs, a logical use of
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21
Rubric for Debate Speech
Name: Alex
_ Class: ___________ (
Writing Conventions
)
1— Needs improvement
2— Competent
3— Excellent
PURPOSE AND AUDIENCE
The written text vaguely expresses the
student’s purpose and/or gives little
attention to audience. Readers are
confused and/or insulted and are not
persuaded to consider the text’s ideas.
The written text expresses the student’s
purpose and addresses some audience
concerns. Readers are probably
persuaded to consider the text’s ideas.
The written text effectively expresses the
student’s purpose and effectively addresses
audience concerns. Readers are definitely
persuaded to consider the text’s ideas.
ORGANIZATION/LOGIC
The written text demonstrates a confusing
The written text demonstrates a
The written text demonstrates a logical
DEVELOPMENT
WRITER’S AUTHORITY
LANGUAGE
COMMENTS
arrangement of paragraphs, a formulaic
use of (or lack of) transitions between
paragraphs, or a confusing arrangement of
ideas within paragraphs. The
disorganization makes it difficult for a
reader to understand the text’s ideas.
generally clear arrangement of
paragraphs, a generally clear use of
transitions between paragraphs, and a
generally clear organization of ideas
within paragraphs. The organizational
logic assists a reader’s understanding
of the text’s ideas.
arrangement of paragraphs, a logical use of
transitions between paragraphs, and a logical
organization of ideas within paragraphs. The
organizational logic enhances a reader’s
understanding of the text’s ideas.
The written text employs some faulty
reasons or inappropriate supporting
evidence—i.e., most reasons do not
support the text’s purpose, and/or specific
evidence is not provided for most reasons.
The written text adequately employs
reasons and evidence—i.e., most reasons
support the text’s purpose, and specific
evidence supports most reasons.
The written text effectively employs reasons
and evidence—i.e., all reasons support the text’s
purpose, and specific evidence supports all
reasons.
The writer’s voice in the text demonstrates
neither understanding of the content nor
personal engagement with the content.
Readers perceive this textual voice as
untrustworthy
The writer’s voice in the text
demonstrates a general understanding of
the content and some personal
engagement with the content. Readers
perceive this textual voice as mostly
trustworthy.
The writer’s voice in the text demonstrates a
comprehensive understanding of the content and
a personal engagement with the content (via the
writer’s ideas, values, beliefs). Readers perceive
this textual voice as trustworthy.
The written text contains numerous errors
in spelling, grammar, punctuation, or
sentence structure that interfere with
comprehension. Style is inappropriate.
Documentation is incomplete, ineffective,
or incompetent.
The written text contains some errors in
spelling, grammar, punctuation, or
sentence structure, but these errors do
not interfere with comprehension. Style is
appropriate. Documentation is thorough
and competent.
The written text contains few or no errors in
spelling, grammar, punctuation or sentence
structure. Style is effective. Documentation is
thorough and effective.
Good to give appropriate expressions (See *) to address the audience in the intro and conclusion
Quite organized – clear topic sentences.
Covered the benefits from employees’ and employers’ perspectives
CONTENT
Fail to give definitions of ‘work to live’ and ‘live to work” at the beginning of the speech
Some arguments are not coherent with the topic sentence.
Great if rebuttal can be provided after writing the benefits.
ORGANIZTION
LANGUAGE
OVERALL
3/7
3/7
3/7
9/21