Genre: Editorial / Advanced/Exceeds/4 / Proficient/Meets/3 / Partially Proficient/ Approaching/2 / Unsatisfactory/
Does Not Meet/1
Orientation /
Opening / The opening contains a clear, expertly used technique to engage (hook) the reader and establishes the claim.
Claim is arguable, relevant, and thought provoking introducing an unconventional position. / The opening uses a technique to engage (hook) the reader and establishes the claim.
Claim is specific and arguable, but relies on a conventional position. / The hook, if present, does not establish the claim or is clichéd.
Claim is vague, overly general, or factual. / The opening does not include a hook to engage the reader.
The claim is confusing, unclear, or unidentifiable.
Development
of Ideas / Writing includes multiple examples of relevant evidence from credible sources.
Evidence is correctly introduced & cited 100% of the time.
All evidence is thoroughly explained with clear, insightful reasoning.
The writing employs strong and effective use of appeals throughout the writing.
Writing addresses the validity of both the writer’s claim and counterclaims. / Writing includes some examples of relevant evidence from credible sources.
Evidence is correctly introduced & cited most of the time.
Evidence is adequately explained with clear reasoning.
The writing employs appropriate appeals throughout the writing.
The writing identifies a counterclaim and discusses its connection to the writer’s claim. / Writing includes insufficient evidence and/or some examples may not be relevant to the claim.
Evidence is not regularly introduced and/or cited throughout.
Evidence explained w reasoning that does not clearly support the claim, or may simply restate the evidence.
Inappropriately employs appeals or relies too heavily on the same type of appeal.
Identifies counterclaim, but does not explain its connection to claim. / Writing includes inaccurate and/or irrelevant evidence or no evidence is included.
Evidence is never introduced and/or cited.
Evidence is not explained, or reasoning is illogical, confusing or absent.
The writing does not employ any appeals.
The writing does not identify any counterclaims.
Development of Internal Structure / Novel ideas are intentionally crafted to develop the argument in a sophisticated pattern linking claim, evidence, and reasoning.
Transitions enhance the organizational pattern. / New ideas are logically placed to develop the argument in an organized pattern linking claim, evidence, and reasoning.
Transitions support the organizational pattern. / Ideas employ a vague pattern and do not connect claim, evidence, and reasoning.
Transitions hinder the organizational pattern. / Ideas are not placed in a pattern.
Transitions impede the organizational pattern.
Closure / Conclusion articulates and strengthens the claim, synthesizing the presented evidence to propose a viable solution that addresses the problem or issue.
Conclusion inspires the audience to reflect on and ponder the claim, as well as additional solutions. / Conclusion articulates the claim, summarizing and synthesizing the presented evidence to propose a viable solution that addresses the problem or issue.
Conclusion encourages the audience to reflect on the claim and solution. / Conclusion restates the claim without proposing a solution that addresses the problem or issue.
Conclusion limits the opportunity for reflection. / Conclusion introduces ideas that are contradictory to the claim.
Conclusion does not provide an opportunity for reflection.
Word Choice and Tone / Content-specific language is used to enhance the writer’s authority and the readers’ understanding of the topic, issue, or problem.
Language generates specific emotions in the audience. / Content-specific language is used to support the writer’s authority and the readers’ understanding of the topic, issue, or problem.
Language generates emotions in the audience. / Content-specific language is used imprecisely hindering the writer’s authority and the readers’ understanding of the topic, issue, or problem. / Content-specific language is used inaccurately impeding the writer’s authorityand the readers’ understanding of the topic, issue, or problem.
Sentence Fluency/
Syntax / Sentences are expertly structured, enhancing clarity and fluency. / Some varying sentence structures, supporting clarity and fluency. / Voice and sentence structure errors hinder clarity and fluency. / Errors in sentence structure and voice impede clarity and fluency.
Conventions / Errors, if present, are minimal. Little or no editing needed.
The conventions of standard English enhance the rhythm of, the relationships in, and the information in the argument. / Errors are present but do not distract the audience. Some editing is needed.
The conventions of standard English support the rhythm of, the relationships in, and the information in the argument. / Errors are present and distract the audience. Editing needed.
The conventions of standard English are used to construct correct and complete sentences. / Errors are present and distract the audience. Considerable editing is needed.
The conventions of standard English are not used to construct correct and complete sentences.
FORMAT: _____/10ESSAY: _____/200 PRESENTATION:______/40 TOTAL EARNED: _____/250
Format=Double spaced, Times New Roman, 12 font (title ok=14), Paragraphs w/ proper indention, Title and byline