rubric persuasive essay

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• Interactive Rubric for Written Communication
• Persuasive Essay

Interactive Rubric for Written Communication: Persuasive Essay

• Introduction
• 1.2. Thesis
• 1.3. Context
• 1.4. Audience
• 2.1. Information & Data
• 2.2. Conceptual Knowledge
• 2.3. Examples & Illustrations
• 2.4. Sources
• 2.4.1. Relevance
• 2.4.2. Authority
• 3.2. Evidence
• 3.3. Specificity
• 3.4. Creativity
• 3.5. Criticality
• 3.6. Reflexivity
• 3.7. Evaluation
• 4.1. Section
• 4.2. Paragraph
• 4.3. Sequence
• 4.4. Cohesive Ties
• 5.1. Clarity
• 5.2.1. Mood
• 5.2.2. Mode
• 5.2.3. Narrative Form
• 5.2.4. Voice (Active/Passive)
• 5.4. Vocabulary
• 5.4.1. Academic Vocabulary
• 5.4.2. Technical Vocabulary
• 5.4.3. Inclusive Language
• 5.5. Literary Devices
• 5.6. Referencing
• 5.6.1. Citations
• 5.6.2. Reference List
• 5.6.3. Quotations
• 5.6.4. Application
• 5.6.5. Paraphrasing & Plagiarism
• 5.7. Formatting
• 5.7.1. Font
• 5.7.2. Spacing
• 5.8. Length
• 6.1. Sentences
• 6.1.1. Fragments
• 6.1.2. Run-on Sentences
• 6.1.3. Agreement
• 6.2. Word Classes
• 6.2.1. Pronouns
• 6.2.2. Prepositions
• 6.2.3. Articles
• 6.2.4. Conjunctions
• 7.1. Spelling
• 7.2. Punctuation
• 7.2.1. Apostrophes
• 7.2.2. Full Stops
• 7.2.3. Capitalisation
• 7.2.4. Quotation Marks
• 7.2.5. Commas & Colons
• 7.2.6. Abbreviations
• 7.2.7. Other (e.g., Hyphens)
• 7.3. Editing
• Reflective Essay
• For Lecturers

Persuasive essays

Genre: A persuasive essay identifies a position in relation to a topic or issue and presents content (e.g., information and examples) and analysis (e.g., evidence and arguments) to justify the position. As conventions and expectations may differ across contexts, always check with your lecturer for the specific conventions of the genre .

Context: This persuasive essay was written in response to an assessment task that required students to take a position in relation to the nature and nurture debate, in the context of education.

• Persuasive Essays

Persuasive essay e xample 

Nature and Nurture Topic is the general subject or issue that is to be written about. The general topic for this essay is nature and nurture. in the Classroom: Context is the setting and level of focus for the general topic. The context for this essay relates to school-based education. Beyond the Dichotomy This fragment gives some indication of the essay's thesis or position.

In the context of schooling, the debate over nature and nurture is arguably the product of a false dichotomy This opening line presents a general thesis . A thesis is an overall claim, position or central idea about the topic that reflects the purpose of the writing. It is useful to emphasise the thesis at the beginning in the sequence of an essay. This essay This is a direct reference to the genre of the writing. explicates this thesis with some illustrative examples related to intelligence and its implications for classroom teachers. Nature  denotes biological and genetic influences on human ability and behaviour. Nurture denotes environmental influences on ability and behaviour. These definitions demonstrate basic conceptual knowledge . They are also sequenced early on in the essay to guide the reader's understanding throughout the essay. Strong oppositional positions This sentence shows a critical awareness of different positions that help to inform the thesis . contend that either, (a) nature determines intelligence [1] such that education will have little influence on a child’s intellectual capacity, or (b) nurture determines intelligence such that education will have a strong influence on a child’s intellectual capacity. A teacher’s general position on this issue can influence the way they perceive and respond to a child’s capacity to learn. This sentence relates to the purpose of the essay and also helps to specify the context .

The dichotomy between nature and nurture is arguably false because the concepts are relative and mutually dependent This is a topic sentence sequenced at the beginning of a paragraph to indicate what the paragraph is about . For instance, Churchill et al. (2010) cite evidence from neurological studies [2] to support their claim that ‘nature and nurture are not dichotomous entities, but actually work in tandem to facilitate learning and shape the mind’ (p. 85). While such studies are relatively new This fragment reveals some evaluation of sources related to the evidence they provide. , they are beginning to reveal the biological processes involved in the interaction between nature and nurture. This position complements Weinberg’s (1989) claim that ‘genes do not fix behaviour . . . they establish a range of possible reactions to the range of possible experiences that the environment can provide’ (p. 101).  From an evolutionary perspective, today’s nurture will affect natural selections that appear in successive generations as tomorrow’s nature. Is this a logical argument? Logic refers to the form of reasoning that gives meaning and support to the analyses or arguments in a piece of writing. Causality refers to the strength of relationship between cause-and-effect that is used to support the analyses or arguments in a piece of writing.   For example, a society that values and nurtures logico-mathematical intelligence due to selection pressures in a particular environment (e.g., how to engineer and throw a spear to kill a woolly mammoth) may select genes related to intelligence that appear natural to successive generations This is an example of supporting sentences that provide elaborations, evidence, and/or examples for the main idea or thesis of the paragraph . Thus, the dichotomy between nature and nurture only appears when the concepts are compared in a single generation Linking sentences connect the idea to the main thesis and/or the next paragraph . .  The dichotomy disappears, and the relativity of the two concepts is revealed when they are perceived over multiple generations.

The nature-nurture debate is traditionally significant for school teachers as it affects the scope and possibility for development and improvement in their students’ learning.  The debate is particularly significant in the context of intelligence as measured by the intelligence quotient (IQ).  For example Cohesive ties are generic words or phrases used to link different parts (e.g., ideas, sentences or sections) of a piece of writing. will a teacher who perceives logico-mathematical intelligence as hereditary still spend time and effort trying to nurture a student with low logico-mathematical intelligence?  Conversely Criticality refers to the awareness that the writing displays about the truth and type of its claims in relation to the nature of knowledge. Terminology such as conversely, perspective, contextualised, relative, admittedly, and arguably can demonstrate a critical awareness of the limitations of the writing's claims and the multiplicity of perspectives in relation to the nature of the topic. , will a teacher who perceives logico-mathematical intelligence Technical language refers to words that mainly found in a particular content area or domain of knowledge. For example, logico-mathematical intelligence is used in the content area of educational psychology. as the product of nurtured effort appreciate the natural limitations and variations between different students?  The first teacher demonstrates a realist view of intelligence (you will always be what you are).  The second teacher demonstrates an idealist view of intelligence (you can be what you are not) Parallelisms (e.g., The first teacher ... The second teacher ...) help to give sentences clarity through the use of similar forms and structures. . While both perspectives have their place and role, they can be equally problematical if they are not responsive to context. Arguably, problems could arise when the teacher neglects the broader evolutionary process that transcends the confines of the perceived opposition between nature and nurture.  Admittedly, it can be difficult for teachers to judge the relative influence of nature or nurture on a child’s performance.  However, teachers who appreciate the interdependence of nature and nurture can nurture intelligence with stimulating pedagogies (e.g., problem-based learning and number games), while designing and implementing these activities with some sensitivity to the natural intellectual limits of any individual or group.

In summary, understanding that ‘today’s nurture is tomorrow’s nature’ can help teachers to balance realism and idealism. The expert teacher moves beyond merely theoretical either/or binary oppositions (i.e., nature or nurture) to a more sophisticated and contextualised approach to teaching and learning in the context of schooling. Sections are parts of a piece of writing that are recognised by the overall function they serve in relation to the purpose of the writing. This section is the conclusion which summarises the main ideas and reiterates the thesis.

Bouchard, T. J. (2004). Genetic influence on human psychological traits: A survey.  Current Directions in Psychological Science,   13 , 148–151. Sources are the origins of content (e.g., data, information and knowledge) that the writer uses to inform their own ideas. Relevance describes the strength of connection between content from a source and the purpose of the writing. These sources are relevant to the topic of the essay.

Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., & Letts, W. et al. (2010). Teaching: Making a difference . John Wiley. Authority describes the reliability and validity of sources used to inform the writing. This source is a textbook. It would probably be better to use the actual studies mentioned as sources, rather than textbook.

Weinberg, R. A. (1989). Intelligence and IQ: Landmark issues and great debates. American Psychologist , 44 , 98-104. Authority describes the reliability and validity of sources used to inform the writing. The source is relevant and still has authority but a more current source would be better if available.

[1] For example, Bouchard’s (2004) meta-analysis of intelligence studies estimates .85 heritability of intelligence for over 18 year olds. Information refers to meaningful relationships between bits of data in the writing. Data refers to facts and statistics. This information is relevant to nature and nurture. Evidence is the data, information or experience used to justify that a claim is true or valid.

[2]  For example, while myelination of brain regions seems to unfold sequentially, the selective pruning of particular myelinated networks is powerfully influenced by environmental factors.

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Persuasive Essay Rubric: Grading Template for Excellent Papers

• Icon Calendar 18 May 2024
• Icon Page 924 words
• Icon Clock 5 min read

Learning institutions require writers to complete different types of essays. In particular, persuasive essays convince the audience to accept a specific point of view as the most acceptable format. Basically, an argumentative essay rubric helps writers and lecturers to express their ideas adequately. Also, this guide provides specific rules for preparing adequate essays. Then, guidelines show that the introduction invites readers, states the goal or thesis, and offers an overview of the issue. Moreover, an outstanding paper contains a clear and consistent structure. In this case, writers ensure that persuasive compositions comprise a hypothesis that clearly states a personal opinion and relates to the evidence presented. Further on, the content provides specific and well-elaborated support for central positions. Besides, such papers use transitions to connect ideas smoothly. In turn, a persuasive essay rubric offers grades that one may achieve to meet specific guidelines for the organization, format, thesis, content, reasons, and adequate support. Hence, both students and lecturers should use this persuasive essay rubric to ensure that academic papers achieve the necessary quality.  

Generals Aspects of a Persuasive Essay Rubric

Persuasive essays refer to a piece of academic writing where essayists rely on logic and reason to show that a specific point of view is legitimate than others. Basically, a persuasive essay rubric for such papers remains unique since it reveals if arguments can convince readers. In turn, both writers and lecturers can use such a rubric to ensure that persuasive papers contain compelling arguments.

Example of a Persuasive Essay Rubric

1. organization.

Excellent/4 points: The introduction captures the reader’s attention, includes a clear thesis statement, and summarizes the issue. The essay contains information presented in a logical order and maintains the audience’s interest. Besides, the conclusion reveals a personal opinion.

Good/3 points: The introduction part includes a clear thesis statement and provides an overview of the issue. The writer presents the information in a logical order but fails to maintain the interest of the audience. The conclusion contains a personal opinion.

Average/2 points: The introduction part includes a clear thesis statement and provides an overview of the issue. The writer presents the information in a logical order but fails to maintain the interest of the audience. The conclusion contains a personal opinion.

Poor/1 point: The essay does not contain a clear introduction, structure, or conclusion.

Grade: ___ .

Excellent/4 points: The essay contains an introduction, supporting and counter-argument paragraphs. The composition comprises sharp and transition sentences.

Good/3 points: The essay contains an introduction and supporting and counter-argument paragraphs.

Average/2 points: The essay contains an introduction and body paragraphs and a conclusion. However, the paper lacks counter-arguments.

Poor/1 point: The essay contains an introduction, body paragraphs but lacks a definite conclusion. The student fails to meet the requirements of a persuasive essay rubric.

3. Thesis Statement

Excellent/4 points: The essay contains one goal or thesis that firmly and clearly states a personal opinion regarding the topic.

Good/3 points: The essay contains a thesis that states a personal opinion and identifies the issue.

Average/2 points: The thesis fails to state personal opinion clearly. The thesis makes little reference to the issue.

Poor/1 point: The personal opinion presented in the thesis is not understandable. The statement shows little or no reference to the issue.

Excellent/4 points: The content states an arguable claim. The essay proposes a solution, course of action, or a new way to deal with an underlying solution.

Good/3 points: The content reveals an arguable claim but fails to propose a solution or a new approach to a specific topic.

Average/2 points: The content reveals confusing or unclear claims.

Poor/1 point: The content does not show what the argument or claim is. Persuasive essay rubric rules are not followed.

5. Reasons and Support

Excellent/4 points: The content gives precise and accurate claims that support main arguments. The essay reveals logic with facts, statistics, research, and named sources.

Good/3 points: The content gives precise and accurate claims that support main arguments. The essay reveals logic with facts, statistics, research, and named sources.

Average/2 points: The paper contains one or two weak claims that fail to support the argument. The evidence appears irrelevant or confusing.

Poor/1 point: The paper contains one or two weak claims that fail to support the argument. The evidence appears irrelevant or confusing.

6. Use of Language

Excellent/4 points: The writer uses striking, natural, varied, and vivid words.

Good/3 points: The writer makes routine word choices.

Average/2 points: Word choices or usage appears inappropriate. 

Poor/1 point: Writers use the same words throughout the essay. Persuasive essay rubric requirements are missed.

Final Grade: ___ .

Grading Scheme for a Persuasive Essay Rubric:

A+ = 22+ points A = 20-21 points A- = 18-19 points B+ = 16-17 points B = 14-15 points B- = 12-13 points C+ = 10-11 points C = 9-10 points C- = 8 points D = 5-7 points F = less than 4 points

Summing Up on a Persuasive Essay Rubric

Persuasive essays convince the audience to accept a specific point of view. In this case, a persuasive essay rubric helps writers and lecturers to express their ideas adequately. Hence, some tips for writing an outstanding persuasive essay are:

• The introduction invites readers, states the goal or thesis, and offers an overview of the issue.
• The essay contains a clear and consistent structure.
• The paper contains a thesis that firmly states a personal opinion.
• The content provides specific and well-elaborated support for the central position.
• The essay uses transitions to connect ideas smoothly.

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High School Persuasive Essay Rubric

Organization, language use.

Make Grading Easier With this Persuasive Essay Rubric

• Trent Lorcher
• Categories : High school english lesson plans grades 9 12
• Tags : High school lesson plans & tips

ORGANIZATION: Essay has an introduction with thesis statement, at least two body paragraphs, and a conclusion. Each body

paragraph has a topic sentence. Essay remains focused on the topic. Points are presented in a logical manner with transitions.

IDEAS/DEVELOPMENT: Writer has taken a stand on an issue he or she knows something about. That stand has been presented clearly, backed with evidence and facts, and elaborated on with relevant commentary.

MECHANICS: Writer consistently uses educated English with little or no errors in mechanics.

VOICE: The writer demonstrates conviction with originality

WORD CHOICE/SENTENCE STRUCTURE: Writer uses language at the appropriate level for the assignment and the class. There are a variety of sentence types.

MISCELLANEOUS: Essay has a title. The introduction “hooks the reader.” The essay is somewhat interesting to read.

ORGANIZATION: Essay has an introduction with thesis statement, at least two body paragraphs, and a conclusion. Body paragraphs have a topic sentence and are focused on the issue.

IDEAS/DEVELOPMENT: Writer has taken a stand on an issue he or she knows something about. That stand has been presented clearly, backed with evidence and facts, but lacks some relevant commentary.

MECHANICS: Writer consistently uses educated English with an occasional error.

MISCELLANEOUS: Essay has a title. The introduction “hooks the reader.”

ORGANIZATION: Essay has an introduction with thesis statement, at least two body paragraphs, and a conclusion. Body paragraphs have topic sentences and are somewhat focused on the issue.

IDEAS/DEVELOPMENT: Writer has taken a stand on an issue he or she knows something about. That stand has been presented clearly, and backed with evidence and facts. There may be an attempt to elaborate with commentary.

MECHANICS: Writer consistently uses educated English but marred by consistent mechanical errors.

VOICE: The writer tries to demonstrate conviction but does not communicate it effectively.

WORD CHOICE/SENTENCE STRUCTURE: Writer uses language at the appropriate level for the assignment and the class.

ORGANIZATION: Essay has an introduction with thesis statement, at least two body paragraphs, and a conclusion.

IDEAS/DEVELOPMENT: Writer has taken a stand on an issue he or she knows something about. That stand has been presented clearly, and backed with evidence and facts.

MECHANICS: Writer uses educated English, but errors make the writing very difficult to comprehend.

VOICE: The writer obviously just wanted to finish.

This post is part of the series: Rubrics

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gino coronado

i learned a lot upon browsing some of the sample of rubrics hope you can put as many sample you can have

I’m happy to hear it. I have more that I will add soon.

mr. morton, love you…not because you shared these great ws, but to see how amazingly your thinking and teaching is crystal clear.lucky your students must be and making big in life with LA skills accquired from a superb mentor like you. its just not only fun to teach but also to solve your sheets. thats the best part of it! 😉

I am honored by your comments.

I hope to return your kindness by continuing to add more content in the years to come.

Best wishes.

Very useful information loved teaching my students theme using your resources!! Thank you!!

Thank u so much for the resources, checking essay are quiet easy than before, this is such a great help for us teachers.

Wow!! What an incredible resource. Thank you very much.

thanks… helpful for my composition class!

ladymacbeth

Thanks for everything Mr. Morton. I am a high school teacher of both enthusiastic readers/writers, and very nonenthusiastic readers/writers. How nice to find your resources. I’m sure I will be able to entice even the most reluctant to do some writing with the help of your prompts. Thanks for sharing!

I’m happy to hear it. I’d love to add more writing resources soon.

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Learning Goals

• Use this rubric to self-assess your persuasive writing as you work on it.

Persuasive Writing Rubric—Middle School

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