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Persuasive Humanitarian Essay 
Persuasive Essay
Persuasive essay scoring rubric.
Rubric Code: C965A7
By JBardak
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Criteria for Essay
  Advanced (4)

(N/A)

Proficient (3)

(N/A)

Basic (2)

(N/A)

Below Basic (1)

(N/A)

Introduction/Thesis Statement

Advanced (4)

Very well developed introduction which includes an engaging narrative hook and thesis statement. They engage the reader and create interest and provide needed background information.
Proficient (3)

Introduction with narrative hook and thesis statement create interest and are fairly well developed. More background information may be needed.
Basic (2)

Introduction with narrative hook and thesis statement introduce the topic, but they either do not give accurate or do not give complete information.
Below Basic (1)

Introduction and thesis statement do not clearly state an opinion on the topic OR narrative hook is missing OR limited no background information is provided. Below expectations for this level.
Body Paragraph 1

Advanced (4)

This paragraph contains a clearly focused topic sentence that relates to the thesis statement.
Details in the paragraph is clear and specific, and there are enough details to convince the reader of the writer's perspective. Ideas are supported with clear evidence, example and explanation. This body paragraph contains a concluding sentence.
Proficient (3)

This paragraph contains a topic sentence that relates to the thesis statement.
Details in the paragraph is clear and specific, and there are enough details to convince the reader of the writer's perspective. Ideas are generally supported with clear evidence, example and explanation. This body paragraph contains a functional concluding sentence.
Basic (2)

Topic sentence is present, but not clear or relevant to the thesis statement.
Writer seems hesitant or unclear about his/her perspective. Ideas are not well supported supported with 3E's. Concluding sentence is weak.
Below Basic (1)

There are no apparent topic sentence OR
Use of 3E's is limited OR Writer is unclear in his/her perspective OR Concluding sentence is absent.
Body Paragraph 2

Advanced (4)

This paragraph contains a clearly focused topic sentence that relates to the thesis statement.
Details in the paragraph is clear and specific, and there are enough details to convince the reader of the writer's perspective. Ideas are supported with clear evidence, example and explanation. This body paragraph contains a concluding sentence.
Proficient (3)

This paragraph contains a topic sentence that relates to the thesis statement.
Details in the paragraph is clear and specific, and there are enough details to convince the reader of the writer's perspective. Ideas are generally supported with clear evidence, example and explanation. This body paragraph contains a functional concluding sentence.
Basic (2)

Topic sentence is present, but not clear or relevant to the thesis statement.
Writer seems hesitant or unclear about his/her perspective. Ideas are not well supported supported with 3E's. Concluding sentence is weak
Below Basic (1)

There are no apparent topic sentence OR
Use of 3E's is limited OR Writer is unclear in his/her perspective OR Concluding sentence is absent.
Body Paragraph 3+

Advanced (4)

This paragraph contains a clearly focused topic sentence that relates to the thesis statement.
Details in the paragraph is clear and specific, and there are enough details to convince the reader of the writer's perspective. Ideas are supported with clear evidence, example and explanation. This body paragraph contains a concluding sentence.
Proficient (3)

This paragraph contains a topic sentence that relates to the thesis statement.
Details in the paragraph is clear and specific, and there are enough details to convince the reader of the writer's perspective. Ideas are generally supported with clear evidence, example and explanation. This body paragraph contains a functional concluding sentence.
Basic (2)

Topic sentence is present, but not clear or relevant to the thesis statement.
Writer seems hesitant or unclear about his/her perspective. Ideas are not well supported supported with 3E's. Concluding sentence is weak
Below Basic (1)

There are no apparent topic sentence OR
Use of 3E's is limited OR Writer is unclear in his/her perspective OR Concluding sentence is absent.
Conclusion

Advanced (4)

The concluding paragraph restates the thesis and clearly provides the reader with the perspective of the writer. The reader is left with something engaging to think about.
Proficient (3)

The concluding paragraph restates the thesis and reminds readers of the perspective of the writer, but it is not particularly engaging or interesting.
Basic (2)

The concluding paragraph provides a functional restatemetn of ideas, but it does not unify or "wrap-up" the essay effectively. The reader is not left with something powerful to think about.
Below Basic (1)

There is no conclusion evident in the essay, OR the conclusion does not clearly remind readers readers of the writer's pespective OR the conclusion confuses the reader.
Overall Organization

Advanced (4)

Ideas are presented in a coherent and engaging sequence. There are (3) clearly stated body paragraphs that include reasons and support for their opinion. The piece has a pleasing flow which enhanced by carefully selected transitional words and phrases.
Proficient (3)

Ideas are presented in a generally coherent and engaging sequence. There are (3) clearly stated body paragraphs that include reasons and support for their opinion. The piece has a discernible flow which enhanced by transitional words and phrases.
Basic (2)

The details are in a discernible order, but the author does not stick to one pattern, or set of points and the support does not adequately provide for a convincing approach. Overall flow of writing tends to "clunk" along due to lack of smooth transitions.
Below Basic (1)

No discernible organization. Details are either missing or not in any discernible order. Lack of flow due to poor or lacking transitions is evident.
Sentence Fluency

Advanced (4)

Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Compound and complex sentences are used effectively.
Proficient (3)

Writing is clear and sentences have varied structure. Sentences are well-written, but not necessarily sophisticated.
Basic (2)

Writing is clear, but sentences may lack variety. Sentences may have some errors, but the overall writing is not severely
Below Basic (1)

Writing is confusing and hard to follow. Sentences contain fragments and/or run-on sentences which intefer with meaning. Below expectations for this level.
Word Choice/Voice

Advanced (4)

Consistent and appropriate tone is used throughout the essay.
Words are carefully selected and sophisticated in relation to topic.
Proficient (3)

There is consistent tone. Word choice is appropriate to topic.
Basic (2)

The tone is inconsistent or indiscernible. Word choice, while adequate, is limited.
Below Basic (1)

The tone and purpose is inconsistent and difficult to determine. OR The word choice is below expectations for this level.
Conventions/Mechanics

Advanced (4)

No or very few errors in punctuation, spelling, grammar, or capitalization
Proficient (3)

Minor errors in punctuation, spelling, grammar, or capitalization, but they do not detract from the overall meaning and effectiveness of the essay.
Basic (2)

A few errors in punctuation, grammar, spelling, or capitalization that, while distracting, the meaning and intent of the essay can still be discerned.
Below Basic (1)

Distracting and/or major errors in grammar, punctuation, spelling, OR capitalization. Below expectations for this level.



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