Name:____________________________________________________________________________________________________________________________________________________________
LEARNING TARGET:
ORGANIZATION
I can create an
organizational
structure to show
relationships among
claims, reasons, and
evidence.
(W1) (Essential)
I can use words,
phrases, and clauses to
create cohesion.
(W1) (Supporting)
CITING EVIDENCE
I can write a
conclusion that
supports the argument.
Persuasive Writing Rubric-Summative
1
2
Very little
organizational structure
is used. It’s hard to
distinguish between
claims, reasons, and
evidence.
There are words that
show cohesion, but
some opportunities for
transitions are missed.
3
It’s easy to distinguish
between claims,
reasons, and evidence,
but information is not
structured in an
organized manner.
It’s easy to distinguish
between claims, reasons,
and evidence.
Information is organized
in a structured manner.
There are words that
show cohesion and
there are some phrases
used.
Words, phrases, AND
clauses are used to show
cohesion. Thoughts flow
nicely from paragraph to
paragraph.
(W1) (Essential)
Conclusion is present
but doesn’t reiterate the
main points of the
argument.
Conclusion is present
and reiterates some of
the main points of the
argument.
Conclusion reiterates all
of the main points of the
argument.
I can develop
arguments by
supplying evidence
that will make sense to
my audience.
Some arguments do not
have evidence or the
evidence doesn’t make
sense to the audience.
Some arguments do not
have evidence, but the
evidence provided
makes sense to the
audience.
All arguments have
adequate evidence and
all evidence makes sense
to the audience.
(W1) (Supporting)
4
Multiple claims, reasons, and
evidence are present for each
argument. Organization is
consistent between
paragraphs.
In addition to words, phrases,
AND clauses, there is the use
of figurative language to show
connections and create
cohesion.
Conclusion reiterates main
points of the argument and
gives the reader a “big idea” to
think about that goes beyond
the writing.
All arguments have multiple
pieces of evidence for support.
Real-world examples are used
to connect to the audience.
I can write and edit
according to the MLA
handbook.
(L3) (Essential)
I can use conventions
of standard English
LANGUAGE
(L1) (Essential)
I can establish and
maintain a formal
style and objective
tone by following the
conventions of
grammar.
(W1) (Supporting)
I can produce clear and
coherent writing in
which the
development,
organization, and style
are appropriate to
task, purpose, and
audience
(W4) (Essential)
Some arguments don’t
have citations support
them up and some
pieces of evidence are
not correctly cited
according to MLA.
Some arguments do not
have citations to
support them but all
citations given are cited
correctly according to
MLA.
All arguments have
citations to support them
and all citations are
correctly cited according
to MLA.
All arguments have citations
to support them. Citations for
quotes-within-quotes or
multi-paragraph citations are
accurately cited.
Some conventions of
standard English are
present, but there many
are grammatical errors
that distract the reader.
Some conventions of
standard English are
present, but there are a
few grammatical errors
that distract the reader.
All conventions of
standard English are
used and there are no
distracting errors in the
writing.
All conventions of standard
English are used and there are
no errors in the writing.
Writing includes many
informal phrases and
not much third person
point of view.
Writing includes some
informal phrases and
does not always use
third person point of
view.
Writing avoids
distracting informal
phrases and uses third
person point of view.
Writing rarely makes
claims that are
knowledgeable,
significant, and well
supported with factual
evidence.
Writing mostly makes
claims that are
knowledgeable,
significant, and well
supported with factual
evidence.
Writing is somewhat
clear and coherent with
an attempt at
organization.
Development and style
are lacking. Little
attention is given to
task, purpose, and
audience.
Writing is mostly clear
and coherent with an
attempt at organization.
Development and style
are emerging. A decent
amount of attention is
given to task, purpose,
and audience.
Writing makes claims
that are knowledgeable,
significant, and well
supported with factual
evidence.
Writing is clear and
coherent. Development
and organization is
adequate. Writing is
appropriate to task,
purpose, and audience.
Writing avoids all informal
phrases like “you guys,
contractions like “can’t,” first
and second person point of
view words like “I” and “you.”
Writing makes claims that are
knowledgeable, significant,
and well supported with
evidence.
Writing is clear and coherent
with advanced development
and style. Writing fits task,
purpose, and audience
perfectly.