Ninth Grade Persuasive Rubric
4321CATEGORY Above Standards Meets Standards Approaching Standards Below Standards
Thesis
Statement
Thesis statement has a
clear, forceful, and
interesting argument.
Its fulcrum word
creates a unique
argument. The
language is not vague,
but sophisticated and
creative, in an effective
way.
The Thesis has a
defined and narrow
argument. Its fulcrum
word makes the
relationship between
the buzzwords
interesting. It uses
age-appropriate, nonvague words. The
predicate verb is
active, not passive.
Thesis introduces the topic, but
doesn't have a clear argument.
It is either too broad or too
rough. The language may be
vague, below age-appropriate,
or incorrect. There is no
interesting fulcrum, and the
verb is often passive.
There is no thesis
statement, or the
thesis statement is a
restatement of the
prompt or theme.
Language may be
vague, incorrect, or
hazy.
Topic
Sentences
The topic sentences
argues the thesis
statement using
creative ways to
address the
buzzwords/phrases,
their synonyms and
antonyms. It addresses
the fulcrum, and uses
clear language.
Topic sentences
address buzzwords
and the fulcrum. They
may lack personal
flair.
Topic sentences argue the
thesis statement by using
buzzwords or synonyms and
antonyms and including the
new information for the
paragraph. Often these don't
address the fulcrum.
Topic sentences don't
argue the thesis or
address the thesis as
a theme. The writer
may allude to the
general feeling of the
buzzword, but only the
writer really gets it. Or,
topic sentences argue
the thesis statement
by restating the thesis
and adding the new
information.
Support
Paragraph uses
pointed quality support
which is a direct
quotation. The
quotation is perfectly
excerpted--not too
much, not too little. It
shows an example to
prove the argument.
The paragraph uses a
specific scene to
argue the topic
sentence. The support
is a direct quotation,
and it shows an
example of the
argument rather than
discusses the
argument. Perhaps
too much quote is
excerpted.
The paragraph paraphrases a
happening from the book, or
uses a direct quote that is too
general.
The paragraph has no
support from the book
or it alludes to support
in the vaguest sense.
The paragraph my use
a direct quote, but it
doesn't relate to the
topic sentence.
Transition
Sentences
Paragraph uses a lot of
transition sentences. It
is clear that the writer
is aware of moving
from one point to
another, and uses the
language from these
points to do that. The
paragraph flows nicely.
Paragraph uses
transitions to both set
up the quote and
move to synthesis.
The writer could
probably use a couple
more. However, the
paragraph feels
relatively fluent.
The paragraph uses some
transitions especially to put the
quotation in context. The
paragraph could still use more,
and it is choppy.
The paragraph has no
or very very few
transition sentences.
Synthesis
Student can connect
the support to the topic
sentence and is even
attempting to word it in
a fashion that leaves a
strong impact.
Student shows that
s/he is making
connections. Perhaps
the wording isn't
perfect, but the
student is definitely
showing the
connection between
the support and the
topic sentence, hence
the thesis statement.
Student attempts to pull
thoughts together usually by
restating the topic sentence or
lightly commenting on the
quotation.
Paragraph has no
synthesis.
Ninth Grade Persuasive Rubric
Spelling
and
Mechanics
This is a beautiful copy
that shows care and
attention to detail.
Student may have
slipped on one or two
above age-foibles. But
evidence of a very
strong effort is there.
This is a good clean
copy. Student is
attempting to control
all errors. Student may
have slipped up one or
two times on age
appropriate mistakes.
The paper has no elementary
school errors. The paper has
one or two silly errors, but the
writer can identify them. This
paper has lots of age
appropriate mistakes and writer
may not be focusing on his/her
most common mistakes.
The paper is filled with
elementary level
mistakes. These
include basic spelling,
grammatical, and
structural mistakes.
Examples are
misusing "their/there",
and not capitalizing
proper nouns. The
paper has silly errors.
Whole
Paper
This paper feels like
one whole piece of
work. The entire piece
is on topic, one idea
flows into the next, and
the writing feels
seamless.
This whole paper
argues the thesis.
Because the structure
is correct, the paper
feels whole. However,
this paper may lack a
sense of overall flow.
The paper is attempting to feel
like a whole. The paper sticks
to one argument or at least tries
to return to it when it strays.
When it does stray, it is topical
but perhaps ignores the
argument. Through transitioning
or synthesis, the argument
takes form.
The paper doesn't stay
on one argument
and/or it is very
choppy. Ideas don't
flow and the reader
needs to make logical
leaps.