Persuasive Research Assignment

Persuasive Research Assignment Rubric

Evaluated Skill Expert Advanced Proficient Apprentice Novice Persuasive Argument 20% Proposes a clear thesis answering the research question (‘What’), the significance (‘Why’), and the practical application (‘How’), with an appropriate scope. Proposes a clear thesis answering the research question (‘What’) and the significance (‘Why’) if not yet the practical application (‘How’), with an appropriate scope. Proposes a clear thesis answering the research question, the ‘What’ if not yet the significance (‘Why’) and the practical application (‘How’), with an appropriate scope. Proposes a thesis partially answering the research question (‘What’), does not address the significance (‘Why’) or the practical application (‘How’), with problems of the argument’s scope. Does not have a clear thesis answering the research question (‘What’), the significance (‘Why’) or the practical application (‘How’), and lacks an appropriate scope. Organization 20% Provides a rhetorically crafted Introduction and Conclusion, and organizes the essay logically in paragraphs each successfully proving a supporting claim to the Thesis with a clear, defendable, Topic Sentence. Provides an engaging Introduction and Conclusion, and organizes the essay logically in paragraphs each entirely or partially proving a supporting claim to the Thesis with a clear Topic Sentence. Provides a clear Introduction and Conclusion, and organizes the essay mostly logically in paragraphs each attempting to prove a supporting claim to the Thesis with an attempted Topic Sentence. Provides an Introduction and Conclusion, if not fully developed, organizes the essay in paragraphs which mostly each work to prove a supporting claim, even if not made clear. Lacks an effective Introduction and/or Conclusion, organization of paragraphs do not always make sense, and the paragraphs themselves are not fully clear or supportable. Research Data 20% Always provides appropriate data to support claims/conclusions, cited from credible research, and addresses OPOV(s) fully. Most of the time provides appropriate data to support claims/conclusions, cited from credible research, and addresses OPOV(s) fairly. Often provides appropriate data to support claims/conclusions, cited from credible research, and addresses OPOV(s), if not in depth. Sometimes provides appropriate data to support claims/conclusions, cited from credible research, and at least refers to a possible OPOV. Rarely provides appropriate data to support claims/conclusions, cited from credible research, and does not address any OPOV(s). Warrant/Analysis 20% Always explains how the data chosen proves the paragraph’s claims with creative analysis and connects its significance to the larger Thesis. Most of the time explains how the data chosen proves the paragraph’s claims, analyzing the data fully, and connects it back to the larger Thesis. Often explains how the data chosen proves the paragraph’s claims, partially analyzes the data, and attempts to connect it back to the larger Thesis. Sometimes explains how the data chosen proves the paragraph’s claims, though not fully analyzing or connecting it back to the larger Thesis. Rarely explains how the data chosen proves the paragraph’s claims, and does not analyze or connect it back to the larger Thesis. Clarity/Mechanic 10% Always produces correct MLA citations, introduces and frames quotations, with rare grammar or syntax errors overall Most of the time produces correct MLA citations, introduces and frames quotations, with minimal grammar and syntax errors overall Often produces correct or mostly correct MLA citations, sometimes includes a dropped quotation. Grammar and syntax errors do not impede understanding Sometimes produces a correct or mostly correct MLA citation, often includes dropped quotations. Grammar and syntax somewhat impede understanding Rarely produces a correct or mostly correct MLA citation, drops all quotations, if quoting at all. Grammar and syntax errors impede understanding Revision 10% Student has gone above and beyond in terms of revision, and successfully addressed all of their Revision Goals Student has attempted to revise all of their Revision Goals, and has critically engaged in the process Student has attempted to revise some of their Revision Goals, and engaged in the process Student has attempted to revise the bare minimum to address their Revision goals, and engaged somewhat in the process Student did not consider Revision Goals, or did not set any, and barely engaged in the process

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