Persuasive Essay Rubric

AP Language and Composition │ Persuasive Argument
Persuasive Essay Rubric (100 points) Name:
11-
0
20-
18
17-
16
15-
14
13-
12
10- Precise and consistent demonstration of the writing skills learned in class. Fulfills all of the requirements outlined in the essay rubric. Expresses
9 ability to make inferences and applications to world outside of classroom environment.
8 Correct demonstration of the writing skills learned in class; although, generalizations exist within writing. Fulfills all of the requirements outlined
in the essay rubric. Implies knowledge of inferences and recognizes applications to world outside of classroom environment.
7 Limited demonstration of the writing skills learned in class. Inconsistencies in the requirements outlined in the essay rubric. Does not express
inferences or recognizes applications to world outside of classroom environment.
6 Incomplete or inadequate knowledge of the ideas and/or areas of investigation. Writing does not demonstrate the skills learned in class.
Inconsistencies in the requirements outlined in the essay rubric. Does not express inferences or recognizes applications to world outside of
classroom environment.
5-0 Failure to follow the assignment directions. Student did not complete the assignment.
Ideas (20 points)
Argument
Homage (10 points)
Appeal to ethos
Heart (10 points)
Appeal to pathos
20-18/10-9 17-16/8 15-14/7 13-12/6
The paper contains an insightful The paper contains a clear thesis The paper contains a thesis that
thesis that fully addresses the that fully addresses the essay addresses the prompt or issue
essay directions. The essay’s directions. The argument is and is supported by some
argument is fully supported by supported by relevant, accurate relevant evidence. The writer
relevant, accurate and specific and sufficient evidence. The provides superficial explanations
evidence. The writer provides writer provides explanations of of how evidence relates to the
explanations of how evidence how evidence represents the argument.
represents the argument. argument in almost all instances.
The writer provides a clear
explanation of the importance of
the topic. The writer’s
understanding of the topic
presents them as an obvious
authority figure within the essay.
The writer provides an
emotional example that clearly
represents the importance of the
argument. The information
provided in this appeal has a
clear relationship with the
argument.
The writer provides an
explanation of the importance of
the topic. The writer’s
understanding of the topic
presents them as an authority
figure within the essay.
The writer provides an
emotional example that
represents the importance of the
argument. The information
provided in this appeal has a
clear relationship with the
argument.
The reader is able to infer the
importance of the topic. The
writer appears knowledgeable
about the topic.
The writer attempts to provide
an emotional example that
represents the importance of the
argument, but lack of description
and apparent importance
weakens the appeal.
The paper contains a thesis that
attempts to address the prompt
or issue, but the writer provides
little evidence to support the
argument. The writer fails to
explain the importance of the
evidence and how it relates to
the argument.
The writer does not provide any
explanation of the importance
of the topic. The writer seems
to have very little knowledge of
the topic.
The emotional appeal is not
present within the essay.

AP Language and Composition │ Persuasive Argument
Head (10 points)
Appeal to logic
Hand (10 points)
Applies opinion to the social
context of the issue
Voice (20 points)
Audience
Authenticity
Organization and publication (10
points)
The writer provides factual
evidence that clearly supports
the argument. The information
provided in this appeal has a
clear relationship with the
argument.
The writer encourages the reader
to take some kind of action at the
end of the essay. This action is
directly related to the argument
of the essay.
Tone, voice, and point of view
are always appropriate to the
audience and purpose. The
writer utilizes diction and
sentence fluency appropriate to
the various appeals throughout
the essay. The language of the
argument is academic in nature.
The paper follows a clear and
logical train of thought set by the
thesis and advancement of
appeals. The essay can be found
in the writer’s AP Language and
Composition Google folder. The
title appears correctly:
Persuasive Essay.
The writer provides factual
evidence that supports the
argument. The information
provided in this appeal has a
clear relationship with the
argument.
The writer encourages the reader
to take some kind of action at the
end of the essay. This action
infers a relationship to the
argument of the essay.
Tone, voice, and point of view
are appropriate to the audience
and purpose. The writer utilizes
diction and sentence fluency
appropriate to the various
appeals. The language of the
argument is academic in nature
for most of the essay, but some
casualness occurs.
The paper follows a logical train
of thought related to the thesis
and advancement of appeals.
The essay can be found in the
writer’s AP Language and
Composition Google folder. The
title appears correctly:
Persuasive Essay.
The writer attempts to provide
factual evidence that supports
the argument, but it is minimal
and it is unclear how it relates to
the argument.
The writer references an action
seemingly related to the topic,
but does not indicate how the
reader can make this change.
Tone, voice, and point of view
are usually appropriate to the
audience and purpose. Diction
and sentence fluency are
inconsistent with the appeals.
The language of the argument is
casual in nature.
The paper follows a train of
thought related to the thesis and
advancement of appeals. The
essay can be found in the
writer’s AP Language and
Composition Google folder. The
essay contains the incorrect
name.
The logical appeal is not
present within the essay.
The writer supplies a cliché
action related to the topic. This
action, argument and the reader
do not have apparent
relationship.
Tone, voice, and point of view
are sometimes appropriate to
the audience and purpose.
Diction poorly represents the
appeals. The language of the
argument is casual in nature.
The paper does not follow a
train of thought related to the
thesis and advancement of
appeals. The essay was not
located in the writer’s AP
Language and Composition
Google folder. The writer had
to be told to place it there.
Conventions (10 points)
Proper MLA format is
maintained throughout the essay.
Standard English is maintained,
spelling and punctuation errors
are addressed.
Proper MLA format is
maintained throughout the essay.
Standard English is maintained,
spelling and punctuation errors
are addressed; however,
mistakes are made.
MLA format is attempted, but
does not follow the strict
guidelines presented in the
syllabus. There are many
spelling and punctuation errors
that create confusion for the
reader.
MLA format is missing.
Writing contains numerous
spelling and punctuation errors
indicating the essay was not
proofread for errors.