<p> SDUHSD Direct Writing Persuasive Essay Rubric</p><p>6 5 4 3 2 1 0 Inappro- Distinguished Noteworthy Meets Standard (P) Minimally Meets Approaches Does Not priate Achievement (P) Achievement (P) Standard (P) Standard (NP) Approach Response Systematic, complete General, basic, Unclear, Standard (NP) (NP) Unique, complex, Thoughtful, skillful, appropriate simple unfocused, Illogical, perceptive convincing under-developed incomplete, abrupt Intro-  Creative hook sentence  Interesting hook sentence  Adequate hook sentence  Weak or missing  Missing hook  Missing hook Off topic duction  Insightful and skillful  Comprehensive  Clearly describes the hook sentence sentence sentence, presentation of issue or presentation of issue or issue or situation  Presents issue or  Weak  Confusing or no situation situation  Some awareness of situation presentation of presentation of  Demonstrates understanding  Demonstrates awareness audience  Little or no issue issue of intended audience of intended audience awareness of  No sense of  Shows no audience audience awareness of reader Thesis  Perceptive thesis statement  Significant thesis  Competent thesis  States an unfocused  Weak or vague  Missing thesis, in firm support of a position statement in support of a statement in support of thesis thesis or implied may only describe position a position situation/issue</p><p>Suppor  Evidence: gives several  Evidence: gives several  Evidence: gives several  Evidence: gives  Evidence:  Evidence: may be t substantial and innovative logical and relevant expected reasons that some obvious unclear, missing support reasons that adeptly support reasons that skillfully support thesis. reasons that illogical, or  Counter- thesis. Effectively supports support thesis. Supports Supporting examples predictably support unimportant arguments are each reason with well- each reason with fitting are may be less thesis reasons missing chosen examples and examples. innovative.  Counterarguments:  Counterargumen  Rebuttals are explanations.  Counterarguments:  Counterarguments: has considered ts: May not missing  Counterarguments: anticipates and adequately anticipates reader concerns anticipate reader anticipates and convincingly competently explains reader concerns but  Rebuttals: uses concerns explains reader’s concerns reader’s concerns these concerns may be some rebuttals  Rebuttals: May  Rebuttals: powerfully rebuts  Rebuttals: skillfully implied in the rebuttals. be missing potential counterarguments rebuts major potential  Rebuttals: rebuts most rebuttals counterarguments potential counterarguments Con-  Innovatively reinforces or  Effectively restates or  Adequately restates  Simply restates  Weak  Ineffective or cl freshly echoes the thesis reinforces thesis in strong judgment but may be thesis; may be conclusion, missing us  Ends powerfully with a sense conclusion underdeveloped redundant unrelated to conclusion io of closure  Ends with a strong sense  Ends with a sense of  Ends abruptly thesis n of closure closure Style  Use mature and vivid word  Uses mature and effective  Uses adequate word  Uses elementary  Uses immature or  Uses word choice choice; authoritative and word choice; clear and choice; competent word choice vague word that is inaccurate often artful voice sometimes artful voice  Some sentence variety  Simplistic sentence choice that does or severely limited  Varied sentence structure  Uses a variety of sentence and transitions; few structure, little to elaborate and sophisticated transitions structures and purposeful surprises for the reader rudimentary on ideas; tone create a pleasing whole that transitions. Some delights transitions may be informal delights the reader for the reader Conventions Rating: ( + ) Strong command of grammar and language SDUHSD Direct Writing Persuasive Essay Rubric</p><p>(  ) Good control of language; reader may need to re-read some sentences clarity ( - ) Reader’s understanding is limited due to lack of clarity</p>