iRubric: Persuasive Essay for Social Issue rubric

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Persuasive Essay for Social Issue

Persuasive Essay for NO Kid Hungry Project

Student persuasive essay that uses facts, reasons and details to back up their argument. TEK-ELA 4.19 Students will write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. 4.19A Students will write persuasive essays for appropriate audiences that establish a position and use supporting details.

Rubric Code: TX28BA8

By msarce913

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Public Rubric

Subject: English

Type: Writing

Grade Levels: 6-8

Persuasive Essay Rubric
	Advanced 4 pts	Proficient 3 pts	Basic/Emerging 2 pts	Minimal/Developing 1 pts
Arguments	Advanced Bases all their arguments on facts, reasons and details. 3 Reasons are stated and each reason is backed up with 3-5 details. *The student has made a strong argument and presents a strong opinion.	Proficient Bases their arguments on facts, reasons and details. 3 Reasons are stated and each reason is backed up with at least 3 details. The student has made an adequate argument.	Basic/Emerging Uses some facts and reasons to support the argument, but details are lacking. Less than 3 reasons are stated and less than 3 details given for each reason and/or the details do not support the reasons.	Minimal/Developing *The student lists less than 3 reasons and does not back up argument with supporting details.
Organization	Advanced The student has used 5 paragraphs: an Opening/Position paragraph to introduced the arguments, 3 reason/support paragraphs, and included a strong relevant conclusion Each paragraph follows a logical sequence with ideas that flow naturally	Proficient The student has used 5 paragraphs: an Opening/Position paragraph, 3 reason/support paragraphs and a relevant conclusion paragraph, However, the reasons/supports and/or supporting details at times do not follow a logical sequence and somewhat interferes with the natural flow.	Basic/Emerging The student has an Opening/Position paragraph, less than 3 reason/support paragraphs and a conclusion paragraph *The reasons/supports and/or supporting details do not follow a logical sequence.	Minimal/Developing The student does not follow the 5 paragraph format that were part of the directions. Ideas are disorganized
Introduction Paragraph	Advanced *The student had the three parts of the Introduction including: -A fully developed Thesis sentence that draws the reader in -Clear Opinion/Position statement -Sufficient background information about the topic	Proficient *The student had the three parts of the Introduction including: -A correct Thesis sentence -Opinion/Position statement -Reasonable background information about the topic	Basic/Emerging *The Introduction may be missing a part and/or has incorrect parts -An unclear Thesis sentence -Background information is not based on evidence or not sufficient	Minimal/Developing The student did not follow directions for the introduction. Most parts were incorrect or missing
Conclusion Paragraph	Advanced *The student has an effective Conclusion paragraph including the 3 parts: -restate the Topic sentence -Restate their Opinion/Position -Restate their 3 reasons in individual sentences	Proficient *The student has an adequate Conclusion paragraph includes 2 of the 3 parts: -restate the Topic sentence -Restate their Opinion/Position -Restate their 3 reasons in individual sentences -Sentence asking the reader to agree with you	Basic/Emerging *The Conclusion paragraph is missing 1 or more of the 3 main parts. -Topic Sentence -Opinion/Position -3 reasons sentences	Minimal/Developing The student did not use the main idea to bring their paper to a close. OR The Conclusion paragrah is missing
Conventions	Advanced *The student demonstrates excellent command of writing conventions: -English grammar and usage -Mechanics: Punctuation, Capitalization and Spelling -Sentence formation -There are no errors or, so few that they do not interfere with reader understanding.	Proficient *The student demonstrates adequate command of writing conventions: -English grammar and usage -Mechanics: Punctuation, Capitalization and Spelling -Sentence formation -There are few errors that that do not interfere with reader understanding.	Basic/Emerging *The student demonstrates limited or inconsistant control of writing conventions: -English grammar and usage -Mechanics: Punctuation, Capitalization and Spelling -Sentence formation -There are errors, and the errors interfere with reader understanding.	Minimal/Developing *The student demonstrates minimal or no control of writing conventions: -English grammar and usage -Mechanics: Punctuation, Capitalization and Spelling -Sentence formation -There are errors, and the errors consistently interfere with reader understanding.

Keywords:

English, Writing, Persuassive, Essay

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Types:

Writing

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