Persuasive Writing Assessment Name: Year group

A (Excellent) B (Great) C (Satisfactory) D (Poor
Introduc The introductory paragraph grabs the The introductory paragraph has a The author has an The introduc
tion audience’s attention. This could be a hook or attention grabber, but it is interesting introductory paragraph i
strong statement, a relevant quotation, weak or rambling. paragraph but the interesting o
statistic, or question addressed to the connection to the topic is not relevant to t
reader. clear. topic.

Body Body includes 3 paragraphs that are Body includes 3 paragraphs that are Body includes 3 paragraphs Body does n
clearly structured with a topic sentence, mostly clearly structured with a topic but are not clearly include 3
supporting sentences and a conclusive sentence, supporting sentences and structured. paragraphs
sentence. conclusive sentence. they are poo
structured.
Conclusi The conclusion is strong and leaves the The author's position (opinion) is The author's position is There is no
on reader solidly understanding the writer's restated within the paragraph and the restated within the closing conclusion o
position. Author reflects on discussed author effectively summarises paragraph, but the conclusion i
arguments throughout. Presents a clever persuasive reasons stated conclusion is weak and weak and th
ending, suggest an alternative or throughout. simply restates a reason restatement
recommend an action. already stated initially, or is weak.
missing.
Example Author has used critical thinking and Author has used critical thinking and Author has not used critical Includes 1 o
s and included 3 or more pieces of excellent included 3 or more pieces of great thinking and included 3 pieces of ev
evidence (facts, statistics, examples, real- evidence (facts, statistics, examples, unconvincing reasons or only or they are
Evidence life experiences) that support the position real-life experiences) that support the 2 pieces of evidence (facts, poor (facts,
statement. The evidence and examples position statement. Most evidence statistics, examples, real-life statistics,
are specific, relevant and explanations and examples are specific, relevant experiences) that support examples, r
are given to show how each piece of and explains how each piece of the position statement. At experiences
evidence supports the author’s position. evidence supports the author's least 1 piece of evidence or are not expl
The writer anticipates the reader's position. examples is relevant
concerns, biases or arguments and has The writer anticipates the reader's explains how the evidence
provided at least 2 counter-arguments. concerns, biases or arguments and supports the author's
has provided at least 1 counter- position
argument
Vocabula Vocabulary and choice of words is Vocabulary and word choices have Vocabulary and word choice Vocabulary
ry creative and enhances the argument. been carefully chosen to persuade is limited. The same words word choice
Strong, persuasive words and devices are and enhance writing. Persuasive are repeated throughout and inaccurate a
included to support and explain each words assist in delivering strong very few words are persuasive a
argument. For example: Technical, argument. persuasive.
transitional, formal and persuasive
language.
Overall Arguments and support are provided in a Arguments and support are provided A few of the support details Many suppo
structur logical order that makes it easy and in a fairly logical order that makes it or arguments are not in an details or
interesting to follow the author's train of reasonably easy to follow the author's expected or logical order, arguments a
e& thought. train of thought making the essay a little in an expect
sequenci confusing. logical orde
ng making the
very confus
Writing Author makes little or grammatical, Author makes 5-10 errors that Author makes 10-15 Author mak
Conventi spelling or punctuation errors. distract the reader from the content. grammatical, spelling or than 15 erro
punctuation errors.
ons