Any topic you decide. Here’s the rubic. Need 750 words.
ENG101
Writing Assignment 2 – The Persuasive Letter
Grading Guide: The Persuasive Letter
ENG 101 Rubric: Persuasive Letter
Points
0-1
Points
2
Points
3
Points
4
Points
5
Introduction
25%
Define the problem/purpose for writing
Consideration of audience: letter or otherwise intended audience
Limited introduction paragraph that accomplishes none of the following: effectively hooks the reader, clearly defines a problematic behavior or belief, offers necessary background and contextual information, shows excellent awareness of the audience, and delivers a strong thesis/claim statement.
An undeveloped introduction paragraph that accomplishes few of the following: effectively hooks the reader, clearly defines a problematic behavior or belief, offers necessary background and contextual information, shows excellent awareness of the audience, and delivers a strong thesis/claim statement.
Moderately developed introduction paragraph that accomplishes some of the following: effectively hooks the reader, clearly defines a problematic behavior or belief, offers necessary background and contextual information, shows excellent awareness of the audience, and delivers a strong thesis/claim statement.
Well-developed introduction paragraph that accomplishes all but one of the following: effectively hooks the reader, clearly defines a problematic behavior or belief, offers necessary background and contextual information, shows excellent awareness of the audience, and delivers a strong thesis/claim statement.
Exemplary introduction paragraph that accomplishes each of the following: effectively hooks the reader, clearly defines a problematic behavior or belief, offers necessary background and contextual information, shows excellent awareness of the audience, and delivers a strong thesis/claim statement.
Body & Support
25%
3 Main Points
Transitional phrases
Organization
Less than three main points, with poor or no development of ideas. Transitional phrases are not used or used ineffectively. Organization greatly hinders the argument. Less than three main points, with poor development of ideas. Main points may be similar and or repetitious. Transitional phrases are not used or used ineffectively. The organization of the ideas deters from the writer’s point. Three or more main points are discernible, but all three lack development. Main points are similar and/or repetitious. Transitional phrases are used, but require further attention. The essay is lacking a thoughtful organization of the main points. Three or more main points are present but may lack detail and development in one or two. Transitional phrases are used somewhat effectively. A thoughtful organization of the main points is evident. Three or more main points are well-developed with supporting details. Transitional phrases are used effectively. The organization of the main points enhances the essay.
Conclusion
25%
Summary of main points
Restatement of thesis/claim
Conclusion is either severely limited or missing. The main points of the essay are not clearly noted in the conclusion. Conclusion is apparent but does not adequately summarize the main points. The argument is weakened through the inadequacy of the conclusion. An ineffective conclusion that summarizes main points, but is repetitive–lacking depth and possibly deterring from the overall argument. An effective conclusion that revisits the main points. Some concluding ideas may lack strength or development. Conclusion may not enhance the argument. An exemplary conclusion that revisits the thesis/claim, and main points, without repeating previous sentences.
The conclusion clearly enhances the argument.
Language & Style
10%
Sentence Structure (Grammar)
Word Choice/Vocabulary (redundancy, repetition, awkwardness)
The writer has given very little or no apparent consideration to language and style. Word choice is sloppy and/or incorrect. Writer’s language/style choices make the argument difficult to understand. The writer’s use of language and style, at times, deters from the overall argument. The writer’s use of language and style helps convey the author’s point(s). The writer almost always uses language and style as a tool to enhance the argument. The writer’s use of language and style accentuates the nature of the essay. Writer wields language and style as a tool to enhance the argument.
Punctuation & Capitalization
10%
Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors, typos/misspellings
Contains more than 6 different punctuation/capitalization errors.
The identical or similar errors may be repeated throughout.
The errors help to significantly deter from the writer’s overall argument.
Contains many (more than 4) different punctuation/capitalization errors. The identical or similar errors are repeated throughout.
The errors deter from the writer’s overall argument.
Contains more than 3 different punctuation/capitalization errors. The identical or similar errors may be repeated throughout. At times, the errors deter from the writer’s overall argument. Contains 1-2 types of punctuation/capitalization errors, which may be repeated throughout the essay. The errors do not deter from the writer’s overall argument, but they serve as a distraction. Contains either no punctuation/capitalization errors, or no more than 2 different errors with no repetition, and/or the errors do not deter from the writer’s argument.
Format
5%
Heading
1” Margins
Double-Spaced
Thesis/claim or main point is underlined
750 word count must be met for grading
Doesn’t meet formatting and/or word count requirements, and as a result, the writing is difficult to read or unreadable. Meets very few formatting requirements, and those missing deter from the readability of the writing. Meets some formatting requirements: the lack of appropriate formatting may lead to a lack of readability or to a distraction while reading. Meets most formatting requirements; the formatting does not discourage readability.
Meets all formatting requirements; the formatting does not discourage readability.
