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Persuasive Writing
Position Essay
6 Traits aligned to Common Core writing expectations
Rubric Code:
YBA7B4
By
screamingego
Ready to use
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
9-12
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6+1 trait persuasive essay
Exceptional
4 pts
Skilled
3.5 pts
Proficient
3 pts
Basic
2 pts
Below Basic
1 pts
Complete Beginner
0.5 pts
Intro and Thesis
Exceptional
The introduction has a thesis that makes a compelling, arguable claim and takes a purposeful position on an issue. The body has a structure and organization that is carefully crafted to support the claim. Writer consistently addresses audience's knowledge level, concerns, and biases about the claim.
Skilled
The introduction has thesis that makes a precise, arguable claim and takes an identifiable position on an issue. The body has an effective structure and organization that is aligned with the claim. Writer anticipates audience's knowledge level and concerns about the claim.
Proficient
The introduction has a thesis that makes a clear, arguable claim and takes a position. The body has a structure and organization that is aligned with the claim. Writer considers audience's knowledge level and concerns about the claim.
Basic
The introduction has a thesis that makes an unclear or emerging claim that suggests a vague position. The body attempts a structure and organization to support the position. Writer displays some awareness of audience's knowledge level and concerns.
Below Basic
The introduction may or may not have a thesis that makes an unclear claim and/or vague position. The body has limited structure and organization. Writer is aware of audience but seems unconcerned with audience's needs.
Complete Beginner
The introduction lacks a thesis statement and has no claim or position statement at all. The body offers no evidence. Writer lacks complete awareness of audience.
Ideas/Supporting arguments
Exceptional
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.
Skilled
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.
Proficient
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.
Basic
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.
Below Basic
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.
Complete Beginner
The body contains no identifiable supporting arguments. May have perfunctory conclusion.
Organization
Exceptional
The organization enhances the central idea(s) and its development. The order and structure are artful and compelling, move the reader through the text easily.
Skilled
The organization enhances the central idea(s) and its development. The order and structure are logical and move the reader through the text.
Proficient
Organization is clear and coherent. Order and structure are present, but may seem formulaic.
Basic
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.
Below Basic
The writing lacks a clear organizational structure. The writing is difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills.
Complete Beginner
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused.
Word Choice
Exceptional
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.
Skilled
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.
Proficient
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.
Basic
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.
Below Basic
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.
Complete Beginner
An extremely limited vocabulary is evident. It is so filled with misuses of words that the meaning is obscured. Only the most general message is communicated because of vague or imprecise language.
Sentence Fluency
Exceptional
The writing has an artful flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral
reading easy and enjoyable.
Skilled
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that
makes expressive oral reading easy and enjoyable.
Proficient
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading.
Basic
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread.
Below Basic
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread.
Complete Beginner
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward.
Conventions
Exceptional
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.
Skilled
A strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar, etc.) is evident. Few and minor errors do not impede readability.
Proficient
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.
Basic
A limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar, etc.) is evident. Errors begin to impede readability
Below Basic
Little control of standard writing conventions is evident. Frequent, significant errors impede readability.
Complete Beginner
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning.
Keywords:
Persuasive Writing
Subjects:
English
Types:
Writing
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