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iRubric: Pro/Con Argumentative Essay rubric

iRubric: Pro/Con Argumentative Essay rubric

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Pro/Con Argumentative Essay 
Students are expected to write a 500-600 word pro/con or compare/contrast essay of their choice. The students were asked to be very knowledgeable on their topic. It included, but did not limit, comparing and contrasting two different sports, the pros and cons or music, or the pros and cons or open campus at lunch. Good Luck!!! I know I will receive great papers!!
Rubric Code: L2W8A93
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12, Undergraduate

Powered by iRubric Pro/Con & Compare/Contrast Essay
  Unsatisfactory

5 pts

Poor

10 pts

Good

15 pts

Excellent

20 pts

Thesis Statement

Unsatisfactory

The thesis statement does not match the organizational strategy or is not included. It is not obvious to the teacher if the student is writing a pro/con essay. The thesis statement does not help structure the paper. It is not detailed.
Poor

The thesis statement matches the organizational strategy, but the thesis statement lacks sufficient detail that outlines the specific points the students wants to argue.
Good

The thesis statement can be difficult to understand or is too vague. However, it matches the organizational strategy of either a pro/con or compare/contrast essay.
Excellent

The thesis statement matches the organizational strategy either pro/con or compare/contrast essay. The thesis statement is very specific which helps outline the students argument.
Organization of Paper vs. Outline

Unsatisfactory

The outline does not flow from paragraph to paragraph which makes it difficult to read (no transitions). There are no breaks in paragraphs.
Poor

The essay is organized but the paragraphs do not smoothly flow from one supporting detail point to another. There are little to no transitions. In fact, some points may intertwine together.
Good

The essay is adequately organized with some confusing parts. There are some transitions. The audience can follow the ideas of the writer because of the organization.
Excellent

The essay is very well organized and thought out. The pros and cons are easy to follow and understand. The paragraphs transition smoothly. The essay has an introduction, three body paragraphs, and a conclusion.
Evidence

Unsatisfactory

The essay does not include any reliable evidence or citations.
No citation page included.
Poor

The essay includes 1-2 pieces of evidence/citations. No citation page included.
Good

The essay includes 3-4 citations and no citations page.
Excellent

The essay includes 4-5 citations with reliable evidence. A citations page is included.
Corrections

Unsatisfactory

The essay has not been revised by the student because there are many structural, grammatical or spelling errors within the paper. The essay needs proof-reading (editing). Rough draft has not been changed into final draft.
Poor

There are several errors in the essay. The student may have revised the essay once, but missed 6-8 sentence structure, spelling, or grammatical errors.
Good

There are a few errors in the essay. The student obviously edited the essay but may have missed 2-3 sentence structure, spelling, or grammatical errors.
Excellent

There are no errors in the essay. The student obviously used multiple reading strategies (i.e. reading out-loud) to fix all sentence structure as well as spelling and grammar errors.
Sentence Fluency & Word Choice

Unsatisfactory

The essay does not have strong word choice or sentence fluency. Each sentence is extremely short with non-descriptive words.
Poor

The essay uses an elementary vocabulary and the sentences are very simple. The paper often uses "things", "stuff", "cool" as well as the inappropriate use of the transitional word "so" or "well".
Good

The essay has good sentence fluency and strong word choice. However, it uses vague words like "things" and "stuff". Needs stronger word choice.
Excellent

The essay includes strong word choice and sentence fluency. Each sentence is descriptive and detailed, and easy to follow.




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