Persuasive Letter Rubric
Name:
Class:
Category
Level 1
Level 2
Level 3
Level 4
Hook/Lead

No hook is used

Hook is used

Hook is clear,
catchy, and
effective

Thesis Statement

Stance nor forecast
is evident
Complete sentence
not used
Reader cannot
discern what the
argument is

Stance and forecast
are used but not
clear
1-2 sentences in
length
Reader is unsure of
what the argument
is

Stance and forecast
are clear
1-2 sentences in
length
Reader is clear on
what the argument
is

Has 1 or no main
ideas that tie into
the overall
argument (thesis)
Never positioned
properly within the
paragraphs

Has 3 clear main
ideas that tie into
the overall
argument (thesis)
Proper positioning
within paragraphs



Main Idea/Topic
Sentence







Has 2 clear main

ideas that tie into
the overall
argument (thesis)
Not always

positioned properly
within the
paragraphs



Has mastered the
art of hooks, reader
is instantly
intrigued
Stance and forecast
are clear and strong
1-2 sentences in
length
Reader is clear on
the argument and
the argument is
strong and
interesting
Has 3 strong and
clear main ideas
that tie into the
overall argument
smoothly and
effectively
Main ideas are
positioned within
the paragraph
properly
Supporting Details


Counter-Argument


Has 4 or less
supporting details,
sometimes or never
positioned
correctly in a
paragraph
Supporting details
are never relevant
and do not
strengthen the
main idea of the
paragraph
Has no counterargument or
rebuttal
Does not
strengthen overall
argument at all




Has 5-8 supporting 
details, a few within
each body
paragraph
Supporting details

are sometimes
relevant and
sometimes
strengthen the
main idea of the
paragraph
Has at least one
counter-argument
but does include a
rebuttal
Gives very little
strength to help the
argument


Has 9 clear
supporting details,
3 within each body
paragraph
Supporting details
are relevant and
strengthen the
main idea of the
paragraph

Has at least one
counter-argument
with a rebuttal
Helps to strengthen
argument



Has 9 strong and
clear supporting
details used
effectively, 3 within
each body
paragraph
Supporting details
are strong, relevant,
effective, and
strengthen the
main idea of the
paragraph
Has two or more
counter-arguments
with rebuttals
Helps to strengthen
argument
effectively,
smoothly and
concisely
Conclusion



Audience

Transitions

Conventions



Does not

summarize any of
the main ideas

Thesis statement is
not restated
Closing statement is 
missing
Summarizes 1-2 of

the main ideas
Only partially

restates the thesis
statement
Closing statement is 
not effective
Effectively
summarizes the 3
main ideas
Restates the thesis
statement
Uses an effective
closing technique


Voice is evident but 
is not clear or
appropriate
Uses 5-9

transitional devices,
usually correctly
and effectively
Voice is clear and
appropriate

Voice is not used in
any manner that is
effective or clear
Uses 0-4
transitional devices
and are rarely used
correctly or
effectively
Work contains
many spelling
mistakes
End punctuation
and capitalization
has more then 4
errors or not used
Commas and
apostrophes used
incorrectly over 4
times or not used at
all




Some common
words are spelt
incorrectly
End punctuation
and capitalization
has 3-4 errors
Commas and
apostrophes used
incorrectly 3-4
times





Uses 10 transitional 
devices correctly
and effectively
Most common
words are spelt
correctly
Correct end
punctuation and
capitalization is
correct most of the
time (2 errors max)
Correct use of
commas and
apostrophes most
of the time (2 max)



Strongly and
effectively
summarizes the 3
main ideas
Restates the thesis
statement in an
effective manner
Use of a strong and
effective closing
technique
Voice is strong,
convincing, clear
and appropriate
11 or more
transitional devices
are used correctly
and effectively
No spelling
mistakes
End punctuation
and capitalization is
always correct
Commas and
apostrophes are
always used
correctly
Word Choice

No use of
persuasive words
used

Minimal use of
persuasive words,
sometimes used
incorrectly

Use of strong and
effective
persuasive words

Organization

0-1 paragraphs
used, never
indented,
intro/body/
conclusion unclear
to the reader

3-4 paragraphs
used, sometimes
indented and in a
useful order

5 clearly indented
paragraphs are
used in proper
order (intro/3
body/conclusion)

Strong and
effective
persuasive words
used in abundance
throughout
5 clearly indented
paragraphs are
used in proper
order and letter
heading is used
correctly
Checklist
NAME:
Category
CLASS:
Yes
No
Name
Class
Self Marked Rubric
2 copies of Final Draft
Rough Copies
Self & Peer Edit Sheet
Teacher Conference
Graphic Organizer
Topic/ Thesis Statement Sheet
Typed (12 Times New Roman)
Checklist
*NOTE: You are ready for a teacher conference once you have completed your first draft, a self-edit and a peer edit.
Hand in two copies of your final letter (one for Mr. Hamilton and one for Mrs. Paquette and Ms. Wood) Please staple your
assignment in the following order:
1. Self-Marked Rubric
2. Final Copy
3. Second Final Copy
4. All Rough Copies
5. Self and Peer edit sheet
6. Graphic Organizer
7. Topic/ Thesis Statement sheet
8. This Checklist
FINAL MARK:
COMMENTS: