Holy Angel University

Basic Education Department

Name:
Grade and Section: Date:
Teacher’s Name:
Performance Task: Position Paper
Learning Goal:
The learners write a position paper with unity, coherence and cohesion, appropriate
language use, and mechanics with the use of supporting details to sustain their claims.
They are critics who evaluate a given issue by presenting one favorable side of an
arguable opinion. The position paper is presented to government officials to argue
about the ethical aspects of the presented issue.
Needs
Excellent (20) Very Good (18) Satisfactory (15)
Improvement (10)
Takes a strong, well defined Clear position taken Position is not clearly stated; No clear position
position; uses at least three and defined; some development is brief; taken;
appropriate reasons with at reasons and some unrelated, unsupported reasons
Content and least two supporting details details present, but not general statements, undeveloped;
Development for each reason. Counter fully developed. reasons, and details; no supporting facts
arguments are effectively Counter arguments are minimal facts used. used.
addressed. addressed Counter arguments are not
acknowledged.
Needs
Excellent (10) Very Good (8) Satisfactory (5)
Improvement (3)
The ideas are perfectly The ideas are well The ideas are confusing due The ideas are not
organized with the proper organized with the use to the improper use of comprehensible due
use of cohesive devices. of cohesive devices. cohesive devices. Paragraph to the absence of
Organization Structure of paper is clear Structure is mostly clear transitions cohesive devices.
& Structure and easy to follow. and easy to follow. need improvement. Paragraphs are
Paragraph Paragraph transitions Conclusion is missing, or disjointed and lack
transitions are logical and are present. does not flow from the body transition of
maintain the flow of thought Conclusion of the paper. thoughts.
throughout the paper. is logical.
Paper follows all designated Paper follows Paper follows most Paper lacks many
guidelines. Paper is the designated guidelines. guidelines. Paper is over/ elements of correct
appropriate length as Paper is the under word length. formatting. Paper is
described for the assignment. appropriate inadequate/
Format
Format enhances readability length as described for excessive
of paper. the assignment. in length. Paper is
Format is good. not
double spaced.
No spelling errors; all Two to three spelling Five to seven spelling More than seven
sections are free of writing and/or writing errors are and/or writing errors are spelling and/or writing
errors. Rules of grammar, present. Rules of present. Paper contains few errors are present.
Mechanics:
usage, grammar, grammatical, punctuation Paper contains
Grammar,
and punctuation are followed; usage, and punctuation and spelling errors. grammatical,
Punctuation
spelling is correct. Language are followed with minor Language lacks clarity or punctuation, and
&
is clear and precise; errors. includes the use of some spelling errors.
Spelling
sentences display jargon or conversational Language uses
consistently strong, varied tone. jargon
structure.
 Performance Check: Writing Claims (30 points)

Topic: Sex Education in High School

Claim of Fact Claim of Policy Claim of Value

2. 2.
3. 3. 3.

Performance Check: Gathering Evidence (30 points)

Reason:

Evidence:

Counterclaim/
Counterargumen
t

Reason:

Evidence:

Position Paper
References
Plagiarism Scan Report