Copies of the Checklist and the rubric are attached. Read over the Checklist and the rubric before you submit your draft to your teacher. The first draft assignment is worth 1 00 points, so be sure your draft includes everything in the Checklist. For example, one of the Checklist items states, “The essay is free of logical fallacies. ” If your draft is free of logical fallacies, you will receive the designated number of points. If it is not free of logical fallacies, you will receive no credit for that item on the Checklist. There are 10 items on the Checklist.
Before you hand in your first draft, be sure your draft includes all of the items so that you can receive full credit. Before you begin writing, read over the feedback you received on your Planning assignment to help guide you. Have your Planning document beside you as you write. The structure and organization of your paper should follow the Planning document you turned in. The purpose of your persuasive essay should be evident; it may even be explicitly stated. As you begin your persuasive essay, be sure that each paragraph in your essay has a topic sentence. This will guide you as you develop your essay.
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As you choose the facts, information, and opinions to include in each paragraph, ask yourself whether each fact, piece of information, or opinion supports the topic of that paragraph. If something does not support the topic sentence, leave it out or include it in another paragraph in your essay. Choose words and phrases that are appropriate to your audience and purpose, and make sure that your voice and tone are appropriate. Be yourself when you write this essay, but do not be too informal. Include language that shows rather than language that tells. Incorporate vivid descriptions where appropriate.
Whenever possible, use transitions that connect ideas for the reader. Your persuasive essay should end with a conclusion that restates your thesis statement and purpose. In the conclusion of your persuasive essay, you might also summarize the major points of your essay or give your readers something relevant to think about as they finish reading. In your first draft, write without worrying whether every word, phrase, and mark of punctuation is perfect. The most important thing you can do is follow your Planning document and get all of your ideas on paper. Later you will have time to revise.
Now it’s time to get started! Checklist for Evaluating the First Draft of a Persuasive Essay Your first draft will be evaluated against this checklist. Each checked item is worth 10 points. The purpose of the essay-?to persuade-? The essay has a thesis statement. Is evident. Factual evidence obtained the rough research supports the thesis. The writer recognizes an opposing viewpoint and concedes a point. The essay has a clear structure with an introduction, body, and conclusion. The essay has a clear organizational pattern. The essay is free of logical fallacies. The essay contains a variety of types of sentences.
Some feedback from the planning assignment has been incorporated into the draft. The paper is 600-?900 words. Number of checked items X 10 -? possible Total = 100 points I Persuasive Essay Grading Rubric on this Grading Rubric. I Criteria 14 points Your final draft will be evaluated based 13 I Purpose and Voice I The purpose of the writing-?to persuade-?is evident. IT he purpose of the writing-?to persuade-?is I The purpose of the writing-?to persuade-?is I It is difficult to determine the writer’s I I The writer’s voice is consistent, clear, engaging, evident.
The writer’s voice is present I usually evident. The writers voice is I purpose. No clear writers voice comes and appropriate for the purpose. I hard to identify. Content I through. I although not always consistent. I Elides and Tithe essay is clearly about a topic the writer I The topic of the essay is appropriate, but The writer has chosen an appropriate topic The topic of the essay has only side, and I Scares about. His or her position on the topic is Lethe wording of the thesis statement is onto but has not taken a strong stand in the I there is no thesis statement.
Research is I Stated well in a clearly worded thesis statement. Precise. The writer supplies reasons and lithest statement. The writer supplies some I missing. Opinions are given, instead of I There is evidence of research and substantial evidence and has used research, but at reasons and evidence, but they are mostly Levine, and there is no attempt to Reasons and factual evidence support the thesis. Least one piece of evidence is not loping. Some research seems to have been concede a point. I The writer anticipates an opposing view, I factual.
The writer anticipates the I used. Instead of conceding a point, the acknowledges the viewpoint, but explains why the I opposing view but does tot adequately leerier states that there are people who I I writer’s stand is better. Writer’s side is better. Disagree but does not give a specific explain why the example. I I Structure and I The writer does an outstanding job in the I The writer Organization does a good job in the I The writer does a fair job in the does a poor job in the structure and organization of the essay.
The structure and organization of the writing. Structure and organization of the writing. I structure and organization of the writing. I introduction has a clear hook that draws the I The essay has an introduction, a body that I The essay may be missing an introduction I There is only one long paragraph with no I I I reader in, a body that provides details that I provides details that support a thesis I or a conclusion, leaving the reader clear introduction, body, or conclusion.
I support the thesis statement, and a conclusion statement, and a conclusion that generally feeling dissatisfied. The writing is I The writing is disjointed and difficult toll I I that leaves the reader satisfied. There is a clear leaves the reader satisfied. The writing difficult to follow, and ideas do not flow I follow. Ideas seem to be connected I pattern of organization, and the essay possesses list organized clearly and is easy to well from one to the next. There is no I randomly, and there are no transitions. I I unity and coherence.
Transitions help ideas flow understand although there may be some I clear pattern of organization and few, if I smoothly from one sentence to the next and from misplaced ideas or ideas that do not any, transitions. Paragraph to paragraph. Well from one to the next I I always flow I because off lack of transitions. Criteria 2 4 I II-engage and Word Choice The writer uses words and language that I The language and word choice mostly fit I The language and word choice are I The language and word choice are not consistently show his or her attitude toward the Lethe topic.
The writer uses some precise inconsistent for the topic. Vocabulary I appropriate for the topic. The language I topic. The essay is free of logical fallacies. The words, but sometimes lapses into vague I mostly consists of ordinary words, and Ethel does not show the writer’s attitude about I I leerier consistently makes effective use of precise language, affecting the lariat of the I tone is mostly inappropriate for the I the topic. Logical fallacies may have been I and powerful words. The tone is appropriate for essay.
The essay is free of logical purpose and audience. There may be a I used. The language is vague, flat, and I I I the purpose and audience. Appropriate I logical fallacy. Audience. I fallacies. The tone is mostly dull. The tone is unrecognizable. I for the purpose and Sentences and Mechanics I The writer uses a variety of sentence types and I The writer uses some different kinds of I The writer uses unvarying I The essay contains many errors that make I I ententes. Lengths. Material from research has been cited sentences and has cited some sources.