Staple this rubric to the back of your essay.
Argumentative Essay Rubric Name_____________________________Date_________________Period_____
Key Traits
IDEAS/
CONTENT
Counts 3X
ORGANIZATION
Counts 2X
VOICE
WORD CHOICE
CONVENTIONS
DOCUMENTATION
RESEARCH NOTES
4
• The thesis statement is
interesting and presents a
logical position.
• Relevant details and
examples support each key
idea.
• Opposing viewpoints are
anticipated and answered.
• The introduction clearly
presents the issue in a
thought-provoking way.
• The conclusion
summarizes the ideas and
makes a call to action.
• Transitional words and
phrases show how ideas
connect.
• The organization is
consistent and logical for
persuasive writing.
• The writing has an
appropriate tone and reflects
commitment to the issue.
• Words and phrases
persuade effectively.
• Logic is sound, and
appeals to emotion are used
effectively.
• Spelling, capitalization,
and punctuation are correct.
• Grammar and usage are
correct.
• Paragraphing tends to be
correct and reinforces the
organization.
•In text documentation,
as needed, correctly
formatted.
•Quotations and paraphrased
content smoothly and
logically connected to ideas.
•End text documentation of
all sources, correctly
formatted.
•Use folder system to
organize research.
•AT LEAST 3 pieces of
relevant information for
each supporting point and
each counter argument.
•At least 4 credible sources.
3
• The thesis statement
presents the writer's
position, but the thesis is too
broad or too narrow.
• Most key ideas are
supported by details and
examples.
• Most opposing viewpoints
are anticipated and
answered.
• The introduction clearly
presents the issue.
• The conclusion
summarizes the ideas.
• A few more transitions are
needed.
• The organization is logical
but has a few
inconsistencies.
2
• The thesis statement
presents the writer's position,
but the thesis is too vague.
• Some details and examples
are used, but more are
needed to support the key
ideas.
• Few opposing viewpoints
are anticipated or answered.
1
• The thesis statement is
unclear or missing.
• Details and examples are
irrelevant or missing.
• The ideas are repetitive or
lack a clear point.
• The introduction vaguely
presents the issue.
• The conclusion
summarizes some of the
ideas from the essay.
• Many more transitions are
needed.
• The organization shows
some logic but does not
follow a consistent pattern.
• The introduction does not
set up what the essay is
about.
• The essay lacks a
conclusion.
• No transitional words are
used.
• The organization seems
random; the reader often
feels confused.
• The writing has an
acceptable tone and usually
reflects commitment to the
issue.
• Familiar words and
phrases communicate but
rarely persuade the reader.
• Logic is mostly sound and
appeals to emotion are
appropriate.
• The writing often has an
inappropriate tone and only
occasionally reflects
engagement with the issue.
• Familiar words and phrases
communicate but do not
persuade the reader.
• Errors in logic and
inappropriate appeals to
emotion weaken the
argument.
• Spelling, capitalization,
and punctuation are often
incorrect.
• Grammar and usage errors
distract from meaning.
• Paragraphing is irregular or
too frequent.
• The writing is lifeless or
mechanical.
• Spelling, capitalization,
and punctuation are
sometimes incorrect.
• Grammar and usage do not
distort meaning but are not
always correct.
• Paragraphing is attempted
but is not always sound.
•In text documentation,
as needed, correctly
formatted.
•Quotations and paraphrased
content logically connected
to ideas.
•End text documentation of
all sources, correctly
formatted.
•Use folder system to
organize research.
•AT LEAST 2 pieces of
relevant information for
each supporting point and
each counter argument.
•At least 3 credible sources.
•In text documentation,
as needed, few formatting
errors.
•Quotations and paraphrased
content relate to ideas.
•End text documentation of
all sources, few formatting
errors.
•Use folder system to
organize research.
•AT LEAST 1 piece of
relevant information for each
supporting point and each
counter argument.
•At least 2 credible sources.
• Limited vocabulary
and/or frequent misuse of
parts of speech interfere
with understanding.
• Frequent errors in logic
leave the reader confused.
• Common words are
misspelled and almost all
punctuation is missing or
incorrect.
• Grammar and usage
mistakes are frequent and
distort meaning.
• Paragraphing is missing.
•In text documentation,
as needed, frequent
formatting errors.
•Quotations and
paraphrased content used
in essay.
•End text documentation of
all sources, frequent
formatting errors.
•Use folder system to
organize research.
•AT LEAST 1 pieces of
information for each
supporting point and each
counter argument.
•At least 1 credible source.
Your group must choose a topic based on a debatable issue.
The topic you choose will do triple duty.
 It will be the topic you use to learn about internet research skills.
 You will “take a stand” and write a persuasive essay (with documentation) about it.
 You will debate the topic with your novel group.
So what do you write about?
 Using your novel as inspiration, identify an idea/problem/issue that you can use to create a debatable
topic to research, and debate. The difficult part will be focusing your topic enough so that you can be
focused in your research and argument. See if you can find a current issue that relates to a concern in the
novel. Debating a policy that attempts to address the concern could be an effective approach.
 Posing the topic as a question or as a potential policy may help you get started.
 Needs ideas to get you going? How about….
 How much control or influence should the government have over the media?
 Is there a way to control bias in the media? Do we want to?
 How much personal freedom (or wealth or…) should the individual give up for the sake of his
fellow citizens?
(Rights of the individual vs. rights of the whole)
 Are we moving toward a Nanny state? Are we already there? Do we want to be?
 Which creates a stronger country: big government or self-reliance?
 What limits should be placed on speech? For safety’s sake? For equality’s sake? Should there be
limits?(current issue HR 347)
 Does the Patriot Act infringe too much on personal freedom? Is it justifiable?
 Is a country justified in conducting a pre-emptive strike if it has been threatened?
 Who should determine if a group or party is creating revisionist history? Should this be a
concern?
 How much should the government be allowed to influence/control family?
 Should limitations be placed on reality TV?
 Should the US use military drones?
 Banning words limits speech. Good? Bad? Any potential dangers?(Think politically correct, or
the recent “Spread the word. End the R word”)

Remember: Always consider the possibility of unintended consequences.
April 16 Topic selection made.
April 17 Media center: Ms. Rauch: research, documentation, and plagiarism. BRING RESEARCH FOLDER.
April 18-19 Media center: research. (Have your research folder, note cards, and flash drive every day from this
point on.)
April 24-25 Media center: research/writing/dystopia project.
April 30 Media center: paper/dystopia project/debate prep.
May 2 Dystopia projects and novel test due. Hand in novels.
May 7 Paper due.
May 14 Begin debates.