iRubric: Persuasive Writing 10th Grade rubric

The body provides convincing and relevant information and evidence to advance the claim and skillfully addresses counterclaims. Each argument is clearly focused with a topic sentence. The conclusion effectively advances the claim and evidence through a compelling call-to-action, memorable observation, or evocative rhetorical question.

The body provides sufficient and relevant information and evidence to support the claim and fairly addresses counterclaims. The conclusion effectively reinforces the claim and evidence through an effective call-to-action, observation, or rhetorical question.

The body provides information and evidence to support the claim and addresses counterclaims, although in a bit of a formulaic manner. The conclusion reinforces the claim, summarizes evidence, and includes a functional call-to-action.

The body provides some information and evidence that attempts to support the claim and may attempt to address counterclaims. The conclusion merely restates the claim or position and may/may not include a call-to-action.

The body contains limited information and evidence related to the claim and counterclaims or lacks counterclaims. The text may fail to conclude the argument or position.

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. There is a rich, broad range of action verbs, vivid adjectives, and precise nouns which have been carefully chosen and thoughtfully placed for impact.

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. Write uses a broad range of action verbs, vivid adjectives, and precise nouns which have been carefully chosen and thoughtfully placed for impact.

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. Writer uses some action verbs, vivid adjectives, and precise nouns, although these may be forced.

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer attempts to employ action verbs, vivid adjectives, and precise nouns.

Language is monotonous and/or misused, detracting from the meaning and impact. The writer may or may not attempt the use of action verbs, vivid adjectives, and precise nouns.

Expert control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar, etc. ) is evident. Subtle errors can easily be skimmed right over unless specifically searching for them. Includes and clearly identifies 6 different comma uses.

A strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar, etc.) is evident. Few and minor errors do not impede readability. Includes and clearly identifies 6 different comma uses.

A functional control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar, etc.) is evident. Some noticeable errors, but these do not impede readability. Includes and clearly identifies 4-5 different comma uses.

A limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar, etc.) is evident. Errors begin to impede readability.
Includes and identifies at least 3 different comma uses.

Little control of standard writing conventions is evident. Frequent, significant errors impede readability. Does not identify comma uses.

Final Grade

/24