Persuasive Essay Rubric

Essay Rubric (PDF version)

English: Writing And Representing	Excellent	Very Good	Satisfactory	Min. Acceptable
Write purposeful information texts that express ideas and information using the persuasive essay format	Clearly follows the persuasive essay format in an interesting and engaging	Clearly follows the persuasive essay format	Follows the persuasive essay format with some minor omissions or changes	Loosely follows the persuasive essay format
Applies writing conventions in written work.
-Sentence Structure	·         Little to no confusing or unclear sentences. Excellent language use and sentence variety.	·         Little to no confusing or unclear sentences. Good language use.	·         Some confusing or unclear sentences. Does not interfere with meaning	·         Many confusing or unclear sentences. Interferes with meaning
-Writing Basics	·         0-1 errors	·         2-3 errors	·         4-5 errors	·         6+ errors
Successfully integrates persuasive devices and elements in essay: o   Allusion o   Anecdote o   Appeal to authority o   Hyperbole o   Irony o   Repetition o   Rhetorical questioning o   Sarcasm o   Simile o   Slang o   Declarative Sentences o   Exclamatory Sentences o   Imperative Sentences o   Interrogative Sentences	Integrates 11 or more devices	Integrates 8-10 devices	Integrates 5-7 devices	Integrates 3-5
English: Reading and Viewing	Excellent	Very Good	Satisfactory	Min. Acceptable
Shows an understanding of use of devices in persuasive writing and representing	In conversation or highlighting, can correctly identify 11 or more devices in essay and why they fit the definition	In conversation or writing, can correctly identify 7-10 devices in essay and explain why they fit the definition	In conversation or writing, can correctly identify 4-6 devices in essay and explain why they fit the definition	In conversation or writing, can correctly identify 3 or more devices in the essay but may not be able to explain why  they fit the definition
Supports opinion using sources as evidence	·         Legend used to an excellent degree, with no major areas needing sources. ·         Symbols have been converted into numbers. ·         Quotations are introduced by the source so listeners will have information. ·         All quotations are a sentence or less in length.	·         Legend used to a very good degree, with little to no areas needing sources. Symbols have been converted into numbers. ·         Quotations are introduced by the source so listeners will have information. ·         Most quotations are a sentence or less in length.	·         Legend used to a good degree, ·         some areas where it is put in own words need sources. ·         Some quotations tell source in the sentence introducing them.	·         In essay, legend used to a minimal degree. ·         All directly quoted material is sourced.
Socials: Application	Excellent	Very Good	Satisfactory	Min. Acceptable
Defend a position on a controversial issue	Develops argument using compelling information and research for every body paragraph	Develops argument using strong support for every body paragraph	Develops argument with strong support for most body paragraphs	Develops argument with some support

Examples:

Quotations introduced by the source:

According to Rick Mercer, “There really is very little left to say about Rob Ford.” ¹

Rant Research: Rubrics for Note-Taking and Historical Roots

Note-taking sheet

	Excellent	Very Good	Satisfactory	Min. Acceptable
Socials: Select and summarize information from a variety of sources	4+ strong sources (more than Wikipedia or ask.com etc.) and consistent use of legend in note-taking sheet	3 strong sources (more than Wikipedia or ask.com etc.) and consistent use of legend in note-taking sheet	2 strong sources (more than Wikipedia or ask.com etc.) and some use of legend in note-taking sheet	Has sources but there are insufficient strong sources (more than Wikipedia or ask.com etc.)
Socials: Consider a variety of perspectives on a controversial issue	Clearly shows a strong understanding and excellent research of both sides of the argument with 4+ good sources	Shows good understanding and research of both sides of the argument with 3 sources	Shows some understanding and research of both sides of the argument with at least 1 good source that supports each side	Shows limited understanding and research of both sides of the argument

Historical Roots: Ex. What did laws, social structures, and viewpoints in the past do to contribute to this becoming an issue?

For this part, you should have been thinking about this as you have been doing your research. You have three suggested ways of presenting this information. If you have another idea, please speak with Beth.

1.       Write a couple formal paragraphs.

a.       In roughly 2 formal paragraphs, explain what the historic roots are for your present day issue.  Please use a legend and include your sources at the bottom. This should be posted to the blog.

2.       Oral presentation:

a.       In a presentation of at least 1 min 30 seconds, explain what the roots are for your issue. Make sure you state your sources.

3.       In your essay:

a.       if you think that this will be adequately covered in your essay, you are free to have it assessed with the essay. Make sure you give sources and fully explain it. This may be the most difficult option because you still need to work within the persuasive essay format.

	Excellent	Very Good	Satisfactory	Min. Acceptable
Socials: Analyze roots of present-day regional, cultural, and social issues within Canada	Shows a strong understanding of the historical roots of the issue with excellent analysis and understanding of key concepts and conditions. Excellent sources.	Shows very good understanding of the historical roots of the issue with lots of analysis and understanding of key concepts and conditions. Strong sources.	Shows some understanding of the historical roots of the issue with some critical thinking and analysis. Good sources.	Shows limited understanding of the historical roots of the issue with minimally acceptable critical thinking and analysis.

Students' Responses to Adolescent Characters in Novels of Their Choice

Here are some paragraph responses of students analyzing the believably of the adolescent characters in a novel of their choice.

• Amber
• Numbers by Rachel Ward http://ambercandy11.blogspot.ca/2013/11/numbers-by-rachel-ward-my-opinion.html
• Conor
• The Maze Runner by James Dashner http://kangarooconor.blogspot.ca/2013/11/maze-runner-novel-responce.html

Gabe C:

• Gabe J
• The Obsidian Blade by Pete Hautman http://gabriel-nlc.blogspot.ca/2013/11/character-review-for-obsisdian-blade.html

• Hudson
• Midnight Fire by Melody Ann http://hudsonsnlcstuff.blogspot.ca/2013/11/midnight-fire-character-review.html

• Jade
• The Summer I Turned Pretty by Jenny Han http://thisismyblog9898.blogspot.ca/2013/11/novel-response.html

• Kiera
• In the Woods by Robin Stevenson http://kierasblog8.blogspot.ca/2013/11/my-novel-response.html

• Kira
• Almost Perfect by Brian Katcher http://iamkirathisismyblog.blogspot.ca/2013/11/novel-response.html

• Landon
• The Boy in the Striped Pajamas by John Boyne  http://landonlandonland.blogspot.ca/2013/11/the-book-i-am-reading.html
• Marissa


• If Only by Carole Geithner http://amazingrissalearning.blogspot.ca/2013/11/teenage-protagonist.html
• Ming
• City of Glass by Cassandra Clare http://stayhappyandlove.blogspot.ca/2013/11/my-novel-response.html

• Megan
• Nightshade by Andrea Cremer http://just-that-leo.blogspot.ca/2013/11/a-novel-response.html
• Nikki
• Arousing Love by M.H.Strom http://nikkislearingandpicture.blogspot.ca/2013/11/arousing-love-teen-novel.html

Parker:

• Sylvie
• The "Percy Jackson" series by Rick Riordan  http://steampunkdystopia.blogspot.ca/2013/11/percy-jackson-are-protagonists.html
• Tyson
• Catching Fire by Suzanne Collins http://tasmaniantyson.blogspot.ca/2013/11/paragraph-on-recent-book-i-have-been.html
• Zach
• Sunrise Over Fallujah by Walter Dean Myers http://zachlearning.blogspot.ca/2013/11/sunrise-over-fallujah-walter-dean-myers.html

Novel Response and Goal Setting

1. Write a paragraph explaining your reaction to the book you have been reading. You should discuss weather or not the teenager character is believable based on your own experiences and knowledge of teenagers. This will be marked using the learning goal "Explains and supports personal responses to reading by making connections to prior knowledge and experiences" and with the updated "Basics" rubric. You must write in proper paragraph format (intro sentence, proof and explanation, closing sentence). Include the title and author of the book.

2. Goal setting: go into your Goal setting doc and update it based on your last oral presentation. Write your name on the board when you are done.

3. Work on your essay for your rant. You should have your intro done and be well onto you second paragraph.

Persuasive Essay Format

This is the format we have decided to use:

http://www.professays.com/wp-content/uploads/2011/04/Persuasive_essay_format.jpg

This is the format of the essay in general terms:

http://wolfcluster.files.wordpress.com/2013/02/persuasive-essay-structure-pdf-box.png

Research Format

As a class we will develop an outline for how to research the topic of your rant. It will be posted here.

https://docs.google.com/document/d/15LMcYrQAJqyalwXV8S51IJrSNEKBXy0j4ZGn8XVTIOw/edit?usp=sharing