Persuasive Writing Rubric—Middle School

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Purpose

I clearly describe my claim and how I want my audience to respond after reading my writing.

I clearly state my claim.

I try state my claim, but it is unclear.

I do not state my claim.

Focus

My writing covers a meaningful issue, and all of the writing makes an important and interesting statement about the issue.

All of my writing relates to the issue.

Most of my writing is about one issue, but some parts may be only indirectly related to the issue.

My writing seems to be about more than one issue.

Reasons

I provide several convincing reasons to persuade my audience to take action on the issue. I support my reasons with facts, examples, and logical conclusions I have drawn from my research.

I provide good reasons to support my claim. I support my reasons with information I learned during my research.

I provide some reasons to support my claim, but not all of my reasons are supported by research.

I do not provide reasons to support my claim, or the reasons I give are not supported by research.

Audience

I think about my audience, answer any questions they might have, and address any arguments they use against my claim.

I think about my audience and try to answer any questions they might have.

I try to think about my audience, but I have difficulty thinking about what questions they might have.

I do not think about my audience.

Research

I have a variety of credible resources to support my claim, and I cite my resources correctly.

I have credible resources to support my claim, and I cite my resources correctly or only make only minor errors.

I have some resources to support my claim, but many of my resources are not credible. I make a number of errors when citing my sources.

I have no credible resources to support my claim, or I do not cite my sources.

Organization

I organize my evidence to build my argument in a logical way.

I present my evidence in a logical order.

Some of the parts of my writing are not in a logical order.

My writing seems to be in a random order.

Introduction

My writing has a beginning that engages the reader, introduces the topic, and explains how I want readers to respond.

I begin my writing by introducing the topic and explaining how I want readers to respond.

I try to begin my writing in an effective way, but I do not clearly introduce the topic or I do not explain how I want readers to respond.

I do not begin my writing by introducing the topic or explaining how I want readers to respond.

Conclusion

I have a conclusion at the end of my writing that leaves my readers with something important to think about and emphasizes how I want them to respond.

My conclusion emphasizes how I want readers to respond.

My conclusion does not clearly emphasize how I want readers to respond.

My conclusion does not explain how I want readers to respond.

Voice

My writing reflects sincerity, honesty, and genuine concern about my topic.

My writing shows that my topic is important to me.

My writing seems to show that I care about my topic, but sometimes my writing sounds like it is just an assignment.

My writing sounds like just an assignment that I do not care very much about.

Tone

I speak in my audience’s language, address their concerns, take opposing viewpoints seriously, and generally treating readers as intelligent human beings.

I write so my audience can understand what I am saying, and I give them important information.

I generally write so my audience can understand and I try to give important information, but sometimes opposing viewpoints are not addressed respectfully.

I sometimes seem to think my readers are less intelligent than I am.

Language

I use interesting, powerful, accurate words that make my writing come alive.

I use accurate, interesting words.

I try to use the right words to say what I mean, but sometimes my language is predictable or inaccurate.

I use words without thinking about whether they are the right ones. My language is predictable.

Paragraphs

I divide my writing into paragraphs that are each about one idea and begin in different ways.

My writing is divided into paragraphs.

I have too many or too few paragraphs.

I do not use paragraphs, or I use paragraphs inappropriately.

Sentences

I vary the lengths of my sentences, and I start them with different words and phrases so they do not all sound the same.

I have some variety in my sentence lengths and beginnings.

Many of my sentences are similar lengths, and some of them begin with similar phrases or words.

My sentences are mostly similar lengths, and many of them begin with similar phrases or words.

Conventions

I am careful to check my writing for accuracy in spelling, capitalization, grammar, and punctuation, so I do not have any mistakes.

I check my writing for accuracy in spelling, capitalization, grammar, and punctuation, and I do not have any mistakes that take away from the meaning.

I check my writing for accuracy in spelling, capitalization, grammar, and punctuation, but I have some mistakes that take away from the meaning.

I do not check my writing for accuracy in spelling, capitalization, grammar, and punctuation, and my writing is confusing, unclear, and difficult to read.