Persuasive Essay: Duo Teacher Name: Student Name: CATEGORY [4- Above Standards]3 - Meets Standards]2 - Approaching Standards|1 - Below Standards|Score| [Attention __| The introductory The introductory [The author has an interesting |The introductory Grabber _|paragraphhas astrong paragraph has a hook or [introductory paragraph but the [paragraph is not hook or attention grabber Jattention grabber, but itis |connection to the topic is not clear. interesting AND is not thatis appropriate for tne |weak, rambling oF relevant athe topic audience, This could be a [inappropriate for the strong statoment, a fausionce, relevant quotation, sitistic, or question addressed to the reader Focus or [te thesisstatament | me hesis Stalomont |The thesis satementoulinos |The thesis slalomaat ITthesis, Jnamesthe topic ofthe namosthe topicotthe some arallofe main points to |coes notrama tre topic essay and outines te essay. be discussed butdoos notname [AND does not previow Statement Jrrain points to be the topic. what willbe discussed. siscussed Evidence and|Aloftie evidence and | Mostof he evidence and [Arleastone offhe pisces of | Evidence and examples les. fexamplos.are spacitc, Joxamples are specite, evidence ans examplos is are NOT relevant Exam! relevant and oxplanations|relevantand lovantand nas an explanation |ANDIOR are not aro givon that show how Joxplanations are given |Ihatshows how thatpiece of explained. Jeach pisce of evidence thatshow how each evidence supports the author's supports te authors piece ofevidence position postion. supports the authors positon. [Sequencing |Agumanisand suppor [Arguments and suppor |Atew ofthe suppor datalls or __ | Many ofthe support fare provided in a logical are provided ina fairly [arguments are notin an expected details or arguments are lorder that makes it easy logical order that makes Jor logical order, distracting the notin an expected or fand interesting to folow |itreasonably easy'o reader and making the essay logical arder,distiacting he author’ train of follow the author's tain of] seem a litie confusing the reader and making thought. thought. tho essay seem vary confusing, [Avariely oftroughiful [Transitions show how [Some transitions work well, but |The transitions between’ lransitions are used, They ideas are connected, but [some connections between ideas ideas are unclear OR clearly snow now ideas |there is litte variety | [are fuzzy. nonexistent. fare connected (Closing Fike conclusion Issvong |The conclusion is The authors position is restated | There isn conclusion paragraph [andieavesthe reader recognizable. The within the closing paragraph, but |ihe paper just ends. solidly understanding the fauthor’ positon isnot near te beginning, lwiters position. Effective [restated within the frst restatomontof tho wo sontonces of the postion slatement begins |ciosing paragraph. the closing paragraph. [Grammar & [Author makes no erro in [Author makes 12 errors [Author makes 3-4 errors ia [Author makes more than Spelling |gr@mmararspaling wnat [in grammarorspeliing [grammar or spaling that distract _|4 errors in grammar or aistractthe reader tom |inataistractthe reader _|the reader fom the content. spelling that distract tho tre content. rom the content reader from the content. |Sentence _|Allsontonces are well [Most sentences are well- [Most sentences are well NMostsentences are not Jconstucted with varied constructed and there is |consbucted, but there is no well-constructed or Structure fruchre [some vared sentence variation is structure. varied structure in the assay. [Capitalization [Author makes no errorein [Author makos t-2 errors [Author makes afew orrorsin [Author makes sovoral & capitalization or In capitalization or |capitalization andlor punctuation errors in capitalization ion |punctuation, so the essay |punctuation, butthe _thatcatch the reader attention andlor punctuation that Punctuation ji cxceptonally easy 10 Jessay is stil easy to read, and interupt the fow. featch ne reader's read. attention and interrupt the