Name______________________________________________________________________
Teacher_________________________________________Class Period________________
ARGUMENTATIVE ESSAY
6
5
4
3
2
1
POINT OF VIEW
Providing a clear point of view for the essay;
including high quality details and critical
thinking connected to the essay’s claim
100-95
The writing effectively and insightfully develops a
point of view and demonstrates outstanding critical
thinking, using clearly appropriate evidence to
support its position. It presents a clear thesis in
convincing terms.
94-87
The writing effectively develops a point of view and
demonstrates strong critical thinking, generally using
appropriate evidence to support its position
incorporated in a strong thesis.
86-78
The writing develops a point of view and
demonstrates competent critical thinking, using
adequate evidence to support its position.
77-68
The writing develops a point of view, demonstrating
some critical thinking, but may do so inconsistently
or use inadequate evidence to support its position,
67-60
The writing develops a point of view that is vague or
seriously limited, demonstrating weak critical
thinking, providing inappropriate or insufficient
evidence to support its position.
59-50
The writer develops no viable point of view, or
provides little or no evidence to support its position.
6
ORGANIZATION
Structuring information in logical sequence;
making connections and transitions among ideas,
sentences, and paragraphs
100-95
The writing is well organized and clearly focused,
demonstrating clear coherence and smooth
progression of ideas.
VOICE AND TONE
Expressing ideas in an engaging and credible way
for audience and purpose
6
5
94-87
The writing is well organized and focused,
demonstrating coherence and progression of ideas.
5
4
86-78
The writing is generally organized and focused, but
may seem formulaic and predictable.
4
3
2
1
77-68
The writing is limited in its organization or focus, and
may demonstrate some lapses in coherence or
progression of ideas.
67-60
The writing is poorly organized and/or focused, or
demonstrates serious problems with coherence or
progression of ideas.
59-50
The writing is disorganized or unfocused, resulting in
a disjointed or incoherent essay.
3
2
1
100-95
The writer has chosen an appropriate voice and tone
for the topic, purpose, and audience and shows a
deep sense of involvement with the topic. The
writing is interesting and sincere.
94-87
The writer has chosen an appropriate voice and tone
for the topic, purpose, and audience and shows
involvement with the topic. The writing is
interesting and seems sincere.
86-78
A voice and tone are present, and there is a sense of
involvement with the topic. In places, the writing is
interesting and seems sincere.
77-68
The writer doesn’t seem particularly involved with
the topic or may seem either too personal or too
impersonal.
67-60
The writing provides little sense of involvement or
evidence of a suitable voice and tone.
59-50
The writing lacks a sense of involvement and a
suitable voice and tone.
IMPORTANT REMINDER: Plagiarism is using another person’s thoughts and accomplishments without proper acknowledgment or documentation. It is an
unconscionable offense and a serious breach of the honor code. Students will receive a zero for the plagiarized work.
____________________________________
Signature
Name______________________________________________________________________
Teacher_________________________________________Class Period________________
WORD CHOICE
Selecting functional, precise, and descriptive
words appropriate for audience and purpose
6
5
4
3
2
1
100-95
Words communicate the intended message in an
exceptionally interesting, accurate, and natural way.
The writer uses a rich, broad range of words that
have been carefully chosen and thoughtfully placed.
94-87
Words communicate the intended message in an
interesting, accurate, and natural way. The writer
uses a broad range of words that have been carefully
chosen and thoughtfully placed.
86-78
Words communicate the intended message. The
writer uses a variety of words that work and are
appropriate for the topic, audience, and purpose.
77-68
Language is ordinary. The writer does not use a
variety of words, producing a generic paper with
commonly used words and phrases. Words may be
too technical (jargon).
67-60
The language is monotonous and/or misused, taking
away from the meaning and impact.
59-50
The writing shows limited vocabulary, or is so filled
with words not used correctly that the meaning is
unclear. Only the most general idea comes through
due to lack of specificity.
Peer Assessment Score: ________
Peer Name_________________________________
6
5
4
3
2
1
SENTENCE FLUENCY
Developing flow and rhythm of sentences;
demonstrating an understanding of the connection
of style to meaning and purpose
100-95
The writing has an effective flow that is smooth and
natural. The sentences are put together so that they
are consistently varied and interesting. The sentences
make the piece easy and interesting to read.
94-87
The writing has a smooth, natural flow. Sentences
are put together so they are varied and interesting.
The sentences make the piece easy and interesting to
read.
86-78
The writing flows; however, connections between
phrases, clauses, or sentences may be less than fluid.
Sentences are somewhat varied, making reading easy.
77-68
The writing tends to be choppy rather than smooth.
Sometimes awkward constructions force the reader to
slow down or reread.
67-60
The writing tends to be choppy or rambling.
Awkward construction often forces the reader to slow
down and reread.
59-50
The writing is difficult to follow or read. Sentences
tend to be choppy, incomplete, rambling, or just very
awkward.
Self-Assessment Score: ________
CONVENTIONS
Demonstrating knowledge of spelling, grammar,
usage, mechanics, and paragraphing
6
5
4
3
2
1
100-95
The writing demonstrates mastery of variety of
conventions, even in complex and less common
situations. Errors, if any, are not obvious or
significant.
94-87
The writing demonstrates strong control of
conventions that effectively contribute to the
message. Errors are so few/minor that they do not
distract the reader.
86-78
The writing demonstrates competent handling of
standard conventions. Minor errors are distracting
but not confusing.
77-68
The writing shows a limited control of standard
conventions. Errors begin to interfere with
readability.
67-60
The writing shows little understanding of standard
conventions. Errors often distract and confuse the
reader.
59-50
Numerous errors in conventions repeatedly distract
the reader and make the writing difficult to read.
Teacher Assessment: ________