Rubric For Argumentative Essays For Students

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    Persuasive Essay : Research Argument Essay Rubric


4 - Above Standards
3 - Meets Standards
2 - Approaching Standards
1 - Below Standards
The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.
The author has an interesting introductory paragraph but the connection to the topic is not clear.
The introductory paragraph is not interesting AND is not relevant to the topic.
The position statement provides a clear, strong statement of the author's position on the topic.
The position statement provides a clear statement of the author's position on the topic.
A position statement is present, but does not make the author's position clear.
There is no position statement.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.
A variety of thoughtful transitions are used. They clearly show how ideas are connected
Transitions show how ideas are connected, but there is little variety
Some transitions work well, but some connections between ideas are fuzzy.
The transitions between ideas are unclear OR nonexistent.
The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.
The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.
The author's position is restated within the closing paragraph, but not near the beginning.
There is no conclusion - the paper just ends.
All sources used for quotes, statistics and facts are credible and cited correctly.
All sources used for quotes, statistics and facts are credible and most are cited correctly.
Most sources used for quotes, statistics and facts are credible and cited correctly.
Many sources are suspect (not credible) AND/OR are not cited correctly.
Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.
Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.
Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.
It is not clear who the author is writing for.
All sentences are well-constructed with varied structure.
Most sentences are well-constructed and there is some varied sentence structure in the essay.
Most sentences are well constructed, but there is no variation is structure.
Most sentences are not well-constructed or varied.
Author makes no errors in grammar or spelling that distract the reader from the content.
Author makes 1-2 errors in grammar or spelling that distract the reader from the content.
Author makes 3-4 errors in grammar or spelling that distract the reader from the content.
Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation
Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.
Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.
Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
Paper is typed in 12 point font, dbl. spaced, using correct MLA format, including a title page, outline, and works cited page.
Paper has all format areas covered - but 1 or 2 mistakes are noted.
Student has errors in MLA citations or incorrect format for outline or title page.
Student is missing an important element altogether or has serious format mistakes

Date Created: January 31, 2007

Grading rubrics can be of great benefit to both you and your students. For you, a rubric saves time and decreases subjectivity. Specific criteria are explicitly stated, facilitating the grading process and increasing your objectivity. For students, the use of grading rubrics helps them meet or exceed expectations, to view the grading process as being “fair,” and helps them set goals for future learning.

In order to help your students meet or exceed expectations of the assignment, be sure to discuss the rubric with your students when you assign a persuasion project. It is helpful to show them examples of pieces that meet and do not meet the expectations. As an added benefit, because the criteria are explicitly stated in the rubric, the use of it decreases the likelihood that students will be confused about the grade they receive. The explicitness of the expectations helps students know exactly why they lost points on the assignment and aids them in setting goals for future improvement.  Use the Visuals/Delivery category to grade audio and visual elements in speeches, PowerPoint presentations, blogs, posters, skits, podcasts, or any other assignment where visuals and delivery play roles. If your assignment does not require speech or visuals, simply disregard this part of the rubric.

  • Routinely have students score peers’ work using the rubric as the assessment tool. This increases their level of awareness of the traits that distinguish successful persuasive projects from those that fail to meet the criteria.
  • Alter some expectations or add additional traits on the rubric as needed. For example, if the assignment is to create a persuasive podcast, criteria such as articulation, communication, sound effects, and audio clarity may be added. You may also adapt the criteria to make it more rigorous for advanced learners and less stringent for lower level learners. In addition, you may want to include content-specific criteria for your subject area.
  • After you and your students have used the rubric, have them work in groups to make suggested alterations to the rubric to more precisely match their needs or the parameters of a specific persuasive assignment. For example, if you wanted them to work in cooperative groups to write and present persuasive skits, possible criteria could include teamwork and the length of the skit.

Grades   3 – 5  |  Lesson Plan  |  Standard Lesson

Can You Convince Me? Developing Persuasive Writing

Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.

 

Grades   6 – 12  |  Lesson Plan

Persuade Me in Five Slides! Creating Persuasive Digital Stories

After students write persuasive essays, use this lesson to challenge them to summarize their essays concisely by creating five-slide presentations.

 

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