Rhetorical Analysis Scoring Rubric

Name: ______Date: ______Class: _____

ARGUMENT Scoring Rubric

• little success in developing an argument
• may substitute a simpler task by responding to the prompt or the writer’s argument tangentially with unrelated, inaccurate, or inappropriate explanations

• inadequate focus on developing an argument;
• inadequate response to the prompt; may misunderstand, misrepresent, or oversimplify the prompt or the writer’s argument

• focus on developing a general argument; lapses in focus
• evaluates the prompt or the validity of the writer’s argument for the purpose of responding to that argument; inconsistent or uneven evaluation

• adequate focus on developing an argument
• adequately evaluates the prompt or the validity of the writer’s argument for the purpose of responding to that argument

• effective, perceptive focus on developing an argument
• effectively evaluates the prompt or the validity of the writer’s argument for the purpose of responding to that argument

• little success in developing a claim; demonstrates only a superficial understanding of the argument; little success in developing directions; little success in developing a universal idea; few thesis components are present and do not justify the argument if one is attempted; perhaps missing thesis
• little success in controlling syntax and diction

• inadequate claim;obvious observations with little abstract analysis; inadequate directions; inadequate, vague, or confusing universal idea; some thesis components are present but inadequately justify the argument
• inadequate control of syntax and diction; perhaps some simplistic, imprecise, vague, awkward choices

• emerging claim; some adequate directions; broad universal idea; most thesis components are present and somewhat justify the argument
• some control of syntax and diction; perhaps some simplistic, imprecise choices

• adequate, generally soundclaimthat goes beyond literal observations; adequate directions and universal idea; all thesis components are present and adequately justify the argument
• adequate control of syntax and diction

• effective claim; convincing directions; compelling universal idea; thesis components enhance the argument
• syntax and diction enhance the thesis

• little success in developing a position
• unrelated or inappropriate examples; lack of development; may merely summarize information
• concession and refutation, if present, demonstrate little success in understanding opponents’ and proponents’ perspectives; little success in understanding the argument
• little success is using persuasive appeals and strategies

• inadequately attempts to develop a general position; may misrepresent or merely touch on the assertion or claim
• inadequate, inappropriate, or insufficient evidence and explanations
• concession and refutation, if present, demonstrate an inadequate understanding of opponents’ and proponents’ perspectives; concrete, simplistic understanding generates a one-sided argument
• inadequate use of persuasive appeals and strategies; perhaps overreliance on a particular appeal or strategy

• develops a position; may be general or lapse in focus or persuasiveness
• some adequate, appropriate, or sufficient evidence and explanations; evidence and explanations may be limited, inconsistent, or unevenly developed; may not blend evidence with commentary
• concession and refutation demonstrate some understanding of opponents’ and proponents’ perspectives; some understanding of other sides to the argument
• some sufficient use of persuasive appeals and strategies; perhaps overreliance on a particular appeal or strategy

• adequately develops a generally sound position
• adequate, appropriate, or sufficient evidence and explanations; evidence and explanations are less developed or cogent than 8-9 essays; blends evidence with commentary
• concession and refutation demonstrate an adequate understanding of opponents’ and proponents’ perspectives; adequate understanding of all sides of the argument
• sufficient and mostly balanced use of persuasive appeals and strategies

• effectively develops a mature, sophisticated position
• appropriate, cogent evidence and explanations throughout; effectively blends evidence with commentary
• effective concession and refutation demonstrate a complex, sophisticated understanding of opponents’ and proponents’ perspectives; sophisticated understanding of all sides of the argument
• skillful, balanced use of persuasive appeals and strategies

• little success in organization; random
• introduction does not succeed in engaging the reader; may be missing
• conclusion does not succeed in discussing the significance of the universal idea; no connections; may merely repeat the argument or ideas already presented; may be missing
• lacks transitional elements

• inadequate organization; major breaks in unity and coherence; immature control
• introduction inadequately engages the reader; may be inappropriately brief
• conclusion inadequately discusses the significance of the universal idea; few connections within or beyond the passage; may merely summarize the argument or ideas already presented; perhaps inappropriately brief
• inadequate transitional elements

• logical organization with lapses in unity and coherence
• introduction attempts to engage the reader
• conclusion attempts to discuss the significance of the universal idea; may attempt to make connections within or beyond the passage; may tend toward summary of the argument or ideas already presented
• some simplistic transitional elements

• adequate, logical, and coherent organization
• introduction adequately engages the reader
• conclusion adequately discusses the significance of a universal idea; connections within or beyond the passage
• adequate, logical transitional elements throughout

• effective organization enhances unity, coherence, and communication
• introduction effectively engages the reader
• conclusion effectively discusses the significance of a universal idea; insightful connections within and beyond the passage
• varied and subtle transitional elements throughout enhance coherence

• unsuccessful articulation with mumbling throughout
• little correct pronunciation; numerous errors in pronunciation detract from the message
• volume is not loud enough to hear the message
• tone demonstrates no energy or interest in the message; monotonous tone throughout
• verbal fillers throughout
• no evidence of preparation

• some clear articulation with mumbling evident
• some correct pronunciation; numerous errors in pronunciation begin to detract from the message
• volume is loud enough to be heard some of the time; numerous moments of speaking too quietly/loudly
• tone demonstrates little energy; several moments of a monotonous tone
• several verbal fillers
• little evidence of preparation

• mostly clear articulation with some moments of mumbling
• mostly correct pronunciation; some errors in pronunciation do not detract from the message
• volume is loud enough to be heard throughout the room most of the time; some moments of speaking too quietly/loudly; perhaps some variety in volume for emphasis
• tone demonstrates some energy; moments of a monotonous tone; some disinterest in the topic
• some verbal fillers
• some evidence of preparation

• clear articulation and correct pronunciation; few errors in pronunciation
• volume is adequately loud to be heardthroughout the room; perhaps some variety in volume for emphasis
• varied tone demonstrates energy
• avoids verbal fillers; few examples of fillers in the presentation
• evidence of preparation

• especially crisp articulation and correct pronunciation
• volume is adequately loud to be heard throughout the room; deliberate varying of volume for emphasis
• especially varied tone demonstrates energy and interest in the speaker’s message
• avoids verbal fillers
• preparation is obvious

• inadequate posture throughout
• hand gestures and movement are unnatural and/or awkward
• examples of fidgeting and/or rocking throughout
• eye contact toward the audience is ineffective throughout; perhaps a complete heavy reliance on notes

• inadequate posture; evidence of slouching
• hand gestures and movement seem unnatural and/or awkward;
• several examples of fidgeting and/or rocking
• eye contact toward the audience is inconsistent; littleadequate eye contact; heavy reliance on notes

• Mostly upright, relaxed posture; some slouching
• hand gestures and movement are somewhat natural and are used to emphasize parts of the message; some awkward or movement that seems forced
• some fidgeting and/or rocking
• eye contact toward the audience is somewhat consistent; some inadequate eye contact by looking away from the audience during key moments; some undue reliance on notes

• upright, relaxed posture
• hand gestures and movement are natural and are used to emphasize parts of the message
• avoids fidgeting and rocking; few examples
• eye contact toward the audience is consistent; looks away from the audience to reference notes only

• upright, relaxed posture; posture exudes confidence
• hand gestures and movement are natural and effectively emphasize the message
• avoids fidgeting and rocking
• eye contact toward the audience is completely consistent and effective; little need to reference notes

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