Persuasive Writing Rubric
Ideas/Content (Development)
Rating of 5 (Strong):
The writer’s position is clear, developed, and supported by evidence.
- The arguable position is clearly asserted and suggests the need for a change of beliefs or a specific course of action.
- The persuasive technique enhances the writer’s position through 1) effective use of appeals (e.g., authority, reason, and emotion) and 2) makes use of pertinent evidence.
- The alternate positions are identified and addressed.
Rating of 3 (Developing):
The writer has begun to define and develop a position. Some supporting details and evidence are present.
- The arguable position is evident but suggests neither a change in belief nor a new course of action.
- The persuasive technique relies on appeals though some may be weak or undeveloped.
- The persuasive technique makes use of evidence, though not all of it is relevant.
- The alternate positions are acknowledged but not addressed.
Rating of 1 (Beginning):
The writer takes no identifiable position. As a result, the reader can only infer the writer’s message.
- The arguable position is not asserted and suggests neither a change in belief nor a course of action.
- There is no recognizable persuasive technique.
- The writer uses unsupported opinions in place of a persuasive technique.
- The alternate positions are not acknowledged.
Organization
Rating of 5 (Strong):
The structure of the paper is logical and allows the reader to make transitions from point to point.
- The introduction engages the reader with the topic.
- The argument structure presents main points and evidence in a logical and effective sequence to reinforce the writer’s position.
- Appropriate transitions connect ideas between and within paragraphs.
- The conclusion reinforces the writer’s original position.
Rating of 3 (Developing):
The paper has a functional introduction, body, and conclusion that allow the reader to move from point to point.
- The introduction is recognizable and functional.
- The argument structure and evidence move in a direction that is somewhat mechanical.
- The transitions are usually present and between and within paragraphs but may be forced.
- The conclusion is recognizable and functional.
Rating of 1 (Beginning):
The paper has no recognizable beginning, middle, and end.
- The introduction is unrecognizable.
- The argument structure is unrecognizable and contains ideas and information strung together randomly.
- The transitions are missing.
- The conclusion is unrecognizable.
Voice
Rating of 5 (Strong):
The writer’s energy and passion for the position drive the writing, making the text lively, expressive, and engaging.
- The tone is appropriate to the topic, purpose, and audience.
- Vocabulary and figurative language convey the writer’s personality.
- The text is provocative, lively, and designed to hold a reader’s attention by anticipating the reader’s interests and needs.
Rating of 3 (Developing):
The writer is sincere and willing to communicate the position on a functional, if somewhat distant level.
- The tone could be altered slightly to better fit the topic, purpose, and audience.
- Vocabulary and figurative language are interesting but inconsistently convey the writer’s personality.
- The text occasionally speaks to the audience and sometimes holds the reader’s attention by anticipating the reader’s interests and needs.
Rating of 1 (Beginning):
The writer seems distanced from the position; as a result, the text may lack life, spirit, or energy.
- The tone is inappropriate for the topic, purpose, and audience; it may deliver a one sided emotional burst or is monotone.
- Vocabulary and figurative language do not convey the writer’s personality.
- The text does not speak to the audience or anticipate the reader’s interests and needs.
Word Choice
Rating of 5 (Strong):
Words convey the position in an interesting, precise, and natural way.
- Words are specific and accurate; they seem just right.
- Imagery is strong.
- Powerful verbs give the writing energy.
- Striking words and phrases often catch the reader’s interest, but the language is natural and never overdone. Slang, if present, is used sparingly.
Rating of 3 (Developing):
The language is functional, but sometimes lacks punch. It gets the message across.
- Words are sometimes correct and adequate though not necessarily stirring.
- Attempts at imagery or colorful language sometimes capture the reader’s imagination.
- There are few energetic verbs.
- The text is sometimes redundant or contains clichés.
Rating of 1 (Beginning):
The writer struggles with a limited vocabulary and searches for words to convey meaning. The words do not get the message across.
- Words are vague or used incorrectly (e.g., “It was a fun time.”; ”It was nice and stuff.”).
- The writer does not select words that create imagery.
- Verbs are general and vague.
- Redundancy, clichés, or jargon are common.
Sentence Fluency
Rating of 5 (Strong):
The text flows easily with a variety of sentence structures and lengths.
- Sentence structure reflects logic and sense and helps to show how ideas relate.
- Purposeful sentence beginnings guide the reader from one sentence to another.
- Variation in sentence structure and length add interest to the text.
- Fragments, if used, work well.
- Dialogue, if used, is natural and convincing.
Rating of 3 (Developing):
The text flows efficiently but lacks variety of sentence structure.
- Sentence structure sometimes reflects logic and sense showing how ideas relate. Some sentence beginnings guide the reader from one idea to another.
- The writer shows good control over simple sentence structure, but inconsistent control of complex sentence structure.
- Fragments, if used, distract from the flow of the text.
- Dialogue, if used, is contrived yet convincing.
Rating of 1 (Beginning):
The text uses sentences that tend to be choppy, incomplete, rambling, or awkward. The text is difficult to follow.
- Sentence structure tends to obscure meaning.
- The writer relies on simple or repetitive sentence patterns.
- Fragments, if used, are ineffective.
- Dialogue, if used, is not convincing.
Conventions
Rating of 5 (Strong):
The writer demonstrates control of standard writing conventions and uses them effectively to enhance readability. Errors tend to be so few and minor the reader can easily skim right over them.
- Paragraph divisions reinforce the organizational structure.
- Grammar and usage are correct and contribute to clarity and style.
- Punctuation is smooth and guides the reader through the text.
- Spelling is generally correct, even on more difficult words.
- The writing is sufficiently long and complex to allow the writer to show skill in using a range of conventions. (This criterion applies to grade 7 and up only.)
- Only light editing would be required to polish the text for publication.
- The writer may manipulate conventions (particularly grammar) for stylistic effect.
Rating of 3 (Developing):
The writer shows control over a limited range of standard writing conventions. Errors are numerous or serious enough to be somewhat distracting, but the writer handles some conventions well.
- Paragraph divisions are attempted, but paragraphs sometimes run together or begin in the wrong places.
- Problems with grammar and usage are not serious enough to distort meaning.
- Terminal (end-of-sentence) punctuation is almost always correct; internal punctuation (commas, apostrophes, semicolons) may be incorrect or missing.
- Spelling is usually correct on common words.
- The writing is sufficiently long and complex to allow the writer to show some skill in using a range of conventions. (This criterion applies to grade 7 and up only.)
- Moderate editing would be required to polish the text for publication.
Rating of 1 (Beginning):
Errors in spelling, punctuation, usage and grammar, capitalization and/or paragraphing repeatedly distract the reader and make the text difficult to read.
- Paragraph divisions are missing, irregular, or so frequent (e.g., every sentence) that they do not relate to organization of the text.
- Errors in grammar and usage are very noticeable and may affect meaning.
- Punctuation is often missing or incorrect.
- Spelling errors are frequent even on common words.
- The writing is not sufficiently long and complex to allow the writer to show skill in using a range of conventions. (This criterion applies to grade 7 and up only.)
- Extensive editing would be required to polish the text for publication.
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