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Persuasive Writing Rubric

This document provides a scoring guide for persuasive writing assessments. It outlines what markers should consider in two main categories: thought and support, and writing skills. For thought and support, markers evaluate how well the student addresses the complexity of the issue, the persuasiveness of arguments, and the use of evidence. For writing skills, markers consider syntax, diction, grammar, and mechanics. Performance levels ranging from excellent to poor are defined based on demonstration of understanding, argument strength, evidence use, and writing control.

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13 views1 page

Persuasive Writing Rubric

This document provides a scoring guide for persuasive writing assessments. It outlines what markers should consider in two main categories: thought and support, and writing skills. For thought and support, markers evaluate how well the student addresses the complexity of the issue, the persuasiveness of arguments, and the use of evidence. For writing skills, markers consider syntax, diction, grammar, and mechanics. Performance levels ranging from excellent to poor are defined based on demonstration of understanding, argument strength, evidence use, and writing control.

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2126
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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English Language Arts 10/20/30-2: Persuasive Writing in Context Scoring Guide

Thought and Support Writing Skills


Focus The marker should consider The marker should consider the extent to which the writing
● how effectively the student has addressed demonstrates control of
the significance and complexity of the issue ● Syntax
● the persuasiveness and consistency of the ● Diction
argument(s) presented ● Grammar
● how well the supporting evidence is ● Mechanics
integrated, synthesized, and/or developed to Consider the proportion of errors in terms of the complexity
support the student’s arguments and length of the response.
● awareness of audience and the
effectiveness of voice DO THESE THINGS:

DO THESE THINGS:
✔ Write clear, simple sentences.
✔ Be certain you understand what you are writing
✔ Use your openers and dress ups where appropriate.
about. Address the issue as assigned. Address the
ENTIRE issue. ✔ Be confident.
✔ Address the texts provided.
✔ Formal tone.
✔ Choose support, proof, details that are precise and
✔ Don’t waffle.
specific. NO SUMMARY OR LISTING OF DETAILS.
✔ Beginning, middle, end.
✔ Compose a proper thesis.
✔ Spell check.
✔ DISCUSS!
✔ READ OUT LOUD so that you can hear if you have either an
✔ Group details for emphasis.
incomplete or run-on sentence.
✔ Voice!
✔ I is always capitalized.

✔ No short forms.

✔ No slang or swearing.
Excellent A perceptive and thorough understanding of the issue is The selection and use of words and structures are effective.
demonstrated. The argument(s) are adept and This writing demonstrates confident control of correct
E convincing. Support is well defined and purposefully sentence construction, usage, grammar, and mechanics.
(5 marks) chosen to reinforce the student’s ideas in a deliberate
and judicious way. The voice is confident.
Proficient A thoughtful and competent understanding of the issue The selection and use of words and structures are frequently
is demonstrated. The argument(s) are well considered effective. This writing demonstrates competent control of
Pf and sound. Support is accurate and occasionally correct sentence construction, usage, grammar, and
(4 marks) purposefully chosen to reinforce the student’s ideas in a mechanics.
logical and clear way. Voice is competent.
Satisfactory A sufficient but generalized understanding of the issue The selection and use of words and structures are occasionally
is demonstrated. The student’s arguments are effective. This writing demonstrates basic control of correct
S appropriate and straightforward. Support is relevant sentence construction, usage, grammar, and mechanics.
(3 marks) but general, and may be occasionally lacking
persuasiveness and consistency. The voice is clear.
Limited A superficial, incomplete and/or confused The selection and use of words and structures are frequently
understanding of the issue is demonstrated. The ineffective. This writing demonstrates faltering control of
L student’s arguments may be oversimplified, correct sentence construction, usage, grammar, and
(2 marks) inconsistent, and/or inadequately explored. Support is mechanics.
unclear, contradictory, inappropriate, or largely a
repetition of what is provided in the examination. The
voice is uncertain or unclear.
Poor An inaccurate or minimal understanding of the issue is The selection and use of words and structures are ineffective.
demonstrated. The student’s arguments may be of This writing demonstrates lack of control of correct sentence
P questionable logic or unrelated to the issue under construction, usage, grammar, and mechanics.
(1 mark) discussion. Support may be irrelevant, overgeneralized,
or absent. The voice is ineffective or inappropriate.
Insufficient - INS No attempt to fulfill the assignment or not anywhere near enough written to mark.

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