Persuasive Writing Rubric
4 (Advanced)
___Author’s position or argument is firmly
stated, with conviction; draws reader to the
issue in an interesting or provocative way
3 (Proficient)
2 (Basic)
1 (Below Basic)
___Author’s position or argument is clearly
stated (includes key words from the prompt as
appropriate).
___Author’s position or argument is unclear,
ambiguous, or lacks conviction.
___Author’s position or argument is not stated.
___Strong author’s position is maintained
throughout piece.
___Author’s position is maintained throughout
piece.
___Author’s position is inconsistent or
contradictory.
___Author’s position is not evident.
___Task and audience are deliberately and
specifically addressed.
___Task and audience are addressed
appropriately.
___Little recognition of task and audience
___ Recognition of task and audience is not
evident.
___ Conclusion paraphrases the author’s
position or argument, re-caps the main reasons,
and includes a compelling call to action.
___Conclusion paraphrases the author’s
position or argument, and includes a call to
action.
___ Conclusion simply restates the author’s
position or argument.
___Conclusion is absent or illogical.
___Main reasons are strong and compelling and
support the author’s position or argument.
___Main reasons support a clear author’s
position or argument.
___ Main reasons are unclear or insufficient to
support the author’s position or argument.
___Main reasons are redundant, contradictory,
illogical, or absent.
___Examples, explanations, and/or evidence
provide in-depth support of the author’s
position or argument. (Cited when appropriate)
___Examples, explanations, and/or evidence are
reasonable and provide adequate support of the
author’s position or argument. (Cited when
appropriate)
___Examples, explanation, and/or evidence
usually support the author’s position or
argument.
___Examples, explanation and/or evidence
provide little or no support for the author’s
position or argument.
___Counter argument accurately acknowledges
and rebuts the opposing view.
___Counter argument is stated and accurately
acknowledges opposing view.
___Counter argument is attempted but is
ineffective, illogical, or irrational.
___Counter argument is not addressed.
___Planner/graphic organizer is well detailed.
___Planner/graphic organizer is appropriate.
___Planner/graphic organizer is incomplete.
___No planner/graphic organizer
___Paper has a clear introduction, body, and
conclusion which are deliberately and
effectively organized into paragraphs. (When
appropriate for assigned task)
___Paper has a clear introduction, body, and
conclusion which is organized into paragraphs.
(When appropriate for assigned task)
___Introduction, body, and conclusion are
attempted, but not clearly defined.
___Introduction, body, and conclusion are not
evident.
___Argument is presented in a logical and
purposeful sequence.
___Argument is presented in a logical sequence.
___Logical sequence is attempted but
ineffective.
___Order of argument seems random or
list-like.
___Direct and subtle transitions are used within
and between paragraphs to enhance the
argument.
___Appropriate transitions move the piece
forward.
___Some transitions, but may be overly
simplistic or minimal for the task and audience.
___Transitions are missing, repetitive, or
inappropriate.
___Sophisticated word choice creates a distinct
voice appropriate to audience.
___ Word choice contributes to the voice and is
appropriate to the audience.
___Word choice is overly simplistic.
___Word choice is inappropriate, repetitive, or
confusing.
___Smooth, varied, and flowing sentences give
the piece a polished feel.
___Sufficient variety in sentence structure and
in the way sentences begin
___Mostly simple sentences or sentences that
begin the same way
___Many fragments, run-ons, short or choppy
sentences
___Strategic use of rhetorical devices creates a
compelling persuasive tone (questioning, 2nd
person reference, citing an expert, etc.).
___Rhetorical devices create a persuasive tone.
___Rhetorical devices attempted
___ Rhetorical devices not evident
Style
Organization
Content
Focus
(includes key words from prompt as appropriate).
Score
Persuasive Writing Rubric
Conventions
4 (Advanced)
3 (Proficient)
2 (Basic)
1 (Below Basic)
___Very few errors, if any, in grammar, usage,
spelling, capitalization and other punctuation;
does not interfere with reading
___Some errors in grammar, usage, spelling,
capitalization and other punctuation; does not
interfere with reading
___Many errors in grammar, usage, spelling,
capitalization, and punctuation; sometimes
interferes with reading
___ Filled with errors in grammar, usage,
spelling, capitalization, and punctuation;
extremely difficult to read
___Strong control of sentence formation; no
interruption in flow
___ Sufficient control of sentence formation;
few, if any, fragments and run-ons
___ Limited and/or inconsistent control of
sentence formation; fragments and run-ons
often interfere with flow.
___ Lacks control of sentence formation; many
fragments and run-ons repeatedly interfere with
flow.
___Precise format is used for assigned task
(letters, paragraphs, headings, etc.).
___Appropriate format is used for assigned
task.
___Format is partially followed for assigned
task.
___Format is inappropriate for assigned task.
Score
Total Score
Prompt / Writing Task
____Focus
____Content Development
____Organization
____Style
____Conventions
______TOTAL
Below Basic
5
6
7
Basic
8
9
10
11
Proficient
12
13
14
15
16
Advanced
17
18
19
20
Glows: _________________________________________
Grows: _________________________________________
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Student Name: ______________________________________________ Teacher Name: ______________________________________________
Grade: _________ Class / Content: _________________________ Date: _________________ English Teacher: __________________________