Grade 7 Rubric for Global Persuasive Essay
Exceeds Grade
Level Standards
Meaning
Structure
Focus
 The writer moves the
reader and makes the
reader care and want to
take action on the
topic. Writer’s passion
and voice is evident.
 Thesis statement is
insightful, well
written, and has depth.
 Body paragraphs
strongly support thesis.
 Writer purposely
chooses to enhance
structure to extend
meaning.
 Parenthetical citations
are properly used with
no errors.
 A Works Cited page is
correctly compiled.
 Writer has a clear
focus. All parts
connect back to thesis.
Essay is cohesive, has
good transitions, and
flows well.
Meets Grade
Level Standards
Approaching
Grade Level
Standards
Does Not Meet
Grade Level
Standards
 The writer successfully
shows why the reader
should care or want to
know more about the
topic.
 Thesis statement is
clearly written.
 The writer attempts to
make the reader care
or want to know more
about the topic.
 Thesis statement is not
clear.
 The writer makes no
attempt to make the
reader care about the
topic.
 Thesis statement is not
written.
 Body paragraphs
support thesis.
 Writer uses proper six
paragraph structure
 Parenthetical citations
are used with few
errors.
 A Works Cited page is
compiled with few
errors.
 Some body paragraphs
support thesis.
 Writer is missing some
paragraphs in
structure.
 Parenthetical citations
are used, but there are
many errors
 A Works Cited page is
compiled with some
errors.
 Inconsistent use of
excerpts to support
thesis. Essay lacks
cohesiveness and the
use of transitions.
Flow of essay
interferes with
 Body paragraphs do
not support thesis.
 Structure is not
apparent. Structure
distracts from
meaning.
 Parenthetical citations
are not used.
 A Works Cited page is
compiled with many
errors.
 No clear focus. Writer
rambles. Essay has no
cohesiveness or
transitions. Essay is
hard to comprehend.
 Writer sticks to thesis.
Essay may lack
cohesiveness or use of
transitions. Essay may
feel choppy.
Elaboration
Conventions
Comments:
 Always cites strong
pieces of evidence,
demonstrating a
selective and critical
reading of the source
material.
 Excellent use of
appealing to authority,
emotion, and reason.
 Area of Focus:
Placement of phrases
and clauses within a
sentence. – No errors.
 Mechanics: Excellent
use of a variety of
sentence structures.
 Punctuation: No
punctuation errors.
 Grammar: No
grammar errors.
 Spelling: No errors in
spelling.
 Mostly cites several
pieces of evidence,
demonstrating a
critical reading of the
source material.
 Student appeals to
authority, emotion, and
reason.

 Area of Focus:
Placement of phrases
and clauses within a
sentence. – Few errors.
 Mechanics: Uses a
variety of sentence
structures
 Punctuation: Few
punctuation errors.
 Grammar: Few
grammar errors.
 Spelling: Few spelling
errors.






comprehension.
Cites insufficient
pieces of evidence,
which do not
demonstrate a critical
reading of the source
material.
Some use of appealing
to authority, emotion,
and reason.
Area of Focus:
Placement of phrases
and clauses within a
sentence. – Some
errors.
Mechanics: Lack of a
variety of sentence
structures.
Punctuation: Some
punctuation errors.
Grammar: Some
grammar errors.
Spelling: Some
spelling errors.
 Provides little to no
evidence from sources.
 No use of appealing to
authority, emotion, and
reason.
 Area of Focus:
Placement of phrases
and clauses within a
sentence. – Many
errors.
 Mechanics: Lack of
sentence variety. Uses
mostly simple
sentences.
 Punctuation: Many
punctuation errors.
 Grammar: Many
grammar errors.
 Spelling: Many
spelling errors.
 Errors detract from
meaning of the essay.