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Persuasive Argument 
Rubric Code: G5XB8
By courtney_8503
Ready to use
Public Rubric
Subject: (General)  
Type: Assignment  
Grade Levels: (none)

Powered by iRubric Persuasive Argument
  Advanced

4 pts

Proficient/Good

3 pts

Developing/So-so

2 pts

Beginning/Needs Improvement

1 pts

Engages the reader throughout

Advanced

Engages the reader throughout, convincing, and leaves the reader wanting more
Proficient/Good

Engages the reader throughout and is convincing
Developing/So-so

Attempt to engage the reader
Beginning/Needs Improvement

Not engaging
States argument

Advanced

Clearly stated thesis and has 3-4 paragraphs to support the argument with details, reasons, and quotes
Proficient/Good

Clearly stated thesis and has 3 supporting paragraphs with detailed evidence
Developing/So-so

Thesis and attempt at 3 paragraphs but not enough supporting details. May lack a sense of closure
Beginning/Needs Improvement

Weak thesis and supporting paragraphs have random facts that make it confusing
Create an organizational structure

Advanced

More than 5 paragraphs with supporting details and use of transitional words
Proficient/Good

5 paragraphs with supporting details and use of transitional words. Appropriate for essay type and audience
Developing/So-so

5 paragraphs but weak supporting details
Beginning/Needs Improvement

No real paragraph structure. Facts and details are randomly presented
Includes reasons, details, examples

Advanced

A lot of strong loaded language, powerful reasons, many details, quotes, and examples to support the argument. Addresses reader's concerns and counter-arguments
Proficient/Good

The argument has details, loaded language, examples to support it, and addresses the reader's concerns and counter-arguments
Developing/So-so

An attempt at loaded language and supportive details
Beginning/Needs Improvement

Barely any loaded language or details
Provides a sense of closure

Advanced

Writer strongly restates the thesis and leaves a call for action, leaving the reader fully satisfied
Proficient/Good

Writer clearly restates the thesis and had a call to action
Developing/So-so

Writer either restates thesis or makes a call to action, but not both
Beginning/Needs Improvement

Writer does not restate the thesis or make a call to action leaving the reader dumbfounded
Conventions - spelling, grammar

Advanced

Very few mistakes - easy to read
Proficient/Good

A couple of mistakes, but does not distract the reader
Developing/So-so

There are more than 5 mistakes and it makes it difficult to read
Beginning/Needs Improvement

It is very difficult to read with many mistakes




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