Please see attachments.
Assignment Guide: The Compare/Contrast Essay
Assignment Prompt
For this assignment, you will be writing a compare/contrast essay–an exploratory
piece of writing in which you attempt to show readers how two topics are similar,
different, or a combination of the two: both similar and different. Whether you
focus exclusively on comparing, exclusively on contrasting, or a mix of both, is
totally up to you. However, regardless of which approach you decide to take, you
will want to include a strong thesis/claim statement, at least three effective
supporting points, and a streamlined point-by-point organizational strategy.
Assignment-Specific Requirements:
Length: This assignment should be at least 750 words.
Thesis: Underline your thesis statement or the main claim of your essay.
Sources Needed: Two reliable and credible sources are required for this
assignment. Be sure to use MLA guidelines for all in-text and Works Cited
citations.
Page Formatting: See Appendix C – Formatting and Submitting Your Work
MLA Requirements: See Formatting your Essay: MLA 8th Edition
First Name Last Name
Course Name
Assignment Type/Draft #
Date (In MLA Format)
Title of Essay
Begin introduction paragraph….
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Rhetorical Mode
Compare/contrast essays are both creative and analytical in nature. They are
typically more formal than a personal narrative in the sense that they are written
from a third-person perspective, where a writer is not injecting their own opinion
directly using “I” or “me” language.
To prove points–compare/contrast essays rely on researched evidence, and not
personal opinion or experience, per se. When you choose two topics, you will
have numerous options for comparing and contrasting them–much more than
you can actually use in a single paper. Therefore, you will need to decide what
elements are worth comparing and contrasting, and why. This is the seek and
discover part of the essay, but also the creative part. For example, another writer
may choose the same two topics as you, but their essay may rest entirely on
thesis and supporting points. When you limit your supporting points to those
points you think you can prove most effectively, you are maximizing your creative
and analytical writing abilities.
Rhetorical Considerations
Purpose:
Remember that this is an exploratory paper: The piece of writing should show
readers, through the inclusion of careful detail and specifics, and strong
supporting points, how your two topics are similar, different, or a combination of
the two: similar and different.
Audience:
The compare/contrast essay is written for someone else–either a single reader or
a community of readers. When choosing the points you want to use to show
readers that your topics are similar, different, or a combination of the two, you
should keep this audience in mind, making sure that you are choosing the most
effective points possible to show how your two topics are similar or different.
In this instance, you are writing to show readers that your two topics are similar,
different, or a combination of the two (similar and different). Keep this audience in
mind by emphasizing the compare/contrast claims throughout the essay.
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Form:
This is a formal writing project, written in third-person, relying on strong
organizational strategies, integrating researched evidence, and following MLA
formatting guidelines.
Six Features of a Compare and Contrast Essay
1 Compare/Contrast Thesis: Contains a strong and succinct thesis/claim
statement that outlines whether the two topics are similar, different, or a
combination of the two, and at least three supporting points that can boost
that claim. A sample compare/contrast thesis might look like this:
Although curriculum A and curriculum B are similar in their student success
goals, they are very different when it comes to their structure, topics, and
scoring.
2 Transitions: Utilizes transitional words and phrases that help the
audience (or reader) move more easily from idea to idea, sentence to
sentence, and paragraph to paragraph.
1 *Note–transitions do not only occur in topic sentences but
throughout the essay. When you are moving from one idea to the
next, whether between two sentences or between two paragraphs,
you will want to include language that can help bridge your ideas
(and sentences/paragraphs). Some examples might be “in addition
to,” “next.”
3 Compare/Contrast Signals: In addition to more typical transitional words
and phrases, this essay should also include compare/contrast specific
signals, emphasizing for readers how and why your topics are alike or
different. Here are some example:
1 similar: in addition, by comparison, similarly
2 different: however, in contrast, differing from
4 Point-by-Point Organizational Strategy: The essay should follow the
point-by-point approach to showcase the use of transitions, synthesize
your own supporting points with researched evidence, and build a fully
developed essay with an introduction, several body paragraphs, and a
conclusion. For this kind of organization, you will create a topic sentence
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for each body paragraph that outlines a compare/contrast point regarding
both topics and use the body paragraph to show readers how your two
topics are similar, different, or similar and different.
5 Reliable and Credible Sources: The essay should integrate at least two
reliable and credible sources (also known as “scholarly sources”) to help
prove the compare/contrast claims to readers and to boost or substantiate
the supporting points that you have created for your two topics.
Proofreading and Revising: As with any writing project, the final draft of this
essay should be carefully reviewed for clarity and correctness. This includes
checking word choice, sentence structure, organization, transitions/coherence,
and MLA formatting.
Need assignment ideas?
Take a look at this valuable resource from the University of North Carolina at
Chapel Hill’s Writing Center: Topic Ideas
Grading Guide: The Compare/Contrast Essay
ENG 101 Rubric: Compare/Contrast Essay
Points
0-
1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Expl
icit
The
sis
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
compa
re/
contra
st
thesis
and/or
severa
l
specifi
c
suppor
ting
points.
The
writer’
s
aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
compa
re/
contra
st
thesis
and/or
the
suppor
ting
points
are
hard
to
discer
n; the
author’
s
aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h; it
loosel
y
prepar
es the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
presen
t, and
both
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Foll
ows
the
topi
c-
by-
topi
c
app
roac
h
Incl
ude
s
clea
r
tran
sitio
ns
Use
s
com
par
e
and
cont
rast
sign
als
Inte
grat
es
rese
arch
ed
evid
enc
e
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
The
essay
lacks
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
Little
to no
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
attemp
ted but
ineffec
tive.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts the
topic-
by-
topic
appro
ach,
but it
is
ineffec
tive.
Some
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t a
topic-
by-
topic
appro
ach.
Effort
is
made
to
includ
e
compa
re/
contra
st
singla
s.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds
with a
topic-
by-
topic
appro
ach.
Comp
are/
contra
st
signal
s are
strong
and
appro
priate.
Transit
ional
phrase
s are
presen
t
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Word
count
minim
um
may
not be
not
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
not
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Compare/Contrast Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Expl
icit
The
sis
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
compa
re/
contra
st
thesis
and/or
severa
l
specifi
c
suppor
ting
points.
The
writer’
s
aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
compa
re/
contra
st
thesis
and/or
the
suppor
ting
points
are
hard
to
discer
n; the
author’
s
aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h; it
loosel
y
prepar
es the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
presen
t, and
both
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Foll
ows
the
topi
c-
by-
topi
c
app
roac
h
Incl
ude
s
clea
r
tran
sitio
ns
Use
s
com
par
e
and
cont
rast
sign
als
Inte
grat
es
rese
arch
ed
evid
enc
e
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
The
essay
lacks
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
Little
to no
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
attemp
ted but
ineffec
tive.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts the
topic-
by-
topic
appro
ach,
but it
is
ineffec
tive.
Some
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t a
topic-
by-
topic
appro
ach.
Effort
is
made
to
includ
e
compa
re/
contra
st
singla
s.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds
with a
topic-
by-
topic
appro
ach.
Comp
are/
contra
st
signal
s are
strong
and
appro
priate.
Transit
ional
phrase
s are
presen
t
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
not
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
not
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Compare/Contrast Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Expl
icit
The
sis
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
compa
re/
contra
st
thesis
and/or
severa
l
specifi
c
suppor
ting
points.
The
writer’
s
aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
compa
re/
contra
st
thesis
and/or
the
suppor
ting
points
are
hard
to
discer
n; the
author’
s
aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h; it
loosel
y
prepar
es the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
presen
t, and
both
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Foll
ows
the
topi
c-
by-
topi
c
app
roac
h
Incl
ude
s
clea
r
tran
sitio
ns
Use
s
com
par
e
and
cont
rast
sign
als
Inte
grat
es
rese
arch
ed
evid
enc
e
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
The
essay
lacks
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
Little
to no
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
attemp
ted but
ineffec
tive.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts the
topic-
by-
topic
appro
ach,
but it
is
ineffec
tive.
Some
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t a
topic-
by-
topic
appro
ach.
Effort
is
made
to
includ
e
compa
re/
contra
st
singla
s.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds
with a
topic-
by-
topic
appro
ach.
Comp
are/
contra
st
signal
s are
strong
and
appro
priate.
Transit
ional
phrase
s are
presen
t
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
not
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
not
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Compare/Contrast Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Expl
icit
The
sis
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
compa
re/
contra
st
thesis
and/or
severa
l
specifi
c
suppor
ting
points.
The
writer’
s
aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
compa
re/
contra
st
thesis
and/or
the
suppor
ting
points
are
hard
to
discer
n; the
author’
s
aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h; it
loosel
y
prepar
es the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
presen
t, and
both
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Foll
ows
the
topi
c-
by-
topi
c
app
roac
h
Incl
ude
s
clea
r
tran
sitio
ns
Use
s
com
par
e
and
cont
rast
sign
als
Inte
grat
es
rese
arch
ed
evid
enc
e
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
The
essay
lacks
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
Little
to no
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
attemp
ted but
ineffec
tive.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts the
topic-
by-
topic
appro
ach,
but it
is
ineffec
tive.
Some
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t a
topic-
by-
topic
appro
ach.
Effort
is
made
to
includ
e
compa
re/
contra
st
singla
s.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds
with a
topic-
by-
topic
appro
ach.
Comp
are/
contra
st
signal
s are
strong
and
appro
priate.
Transit
ional
phrase
s are
presen
t
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
not
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
not
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Compare/Contrast Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Expl
icit
The
sis
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
compa
re/
contra
st
thesis
and/or
severa
l
specifi
c
suppor
ting
points.
The
writer’
s
aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
compa
re/
contra
st
thesis
and/or
the
suppor
ting
points
are
hard
to
discer
n; the
author’
s
aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h; it
loosel
y
prepar
es the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
presen
t, and
both
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Foll
ows
the
topi
c-
by-
topi
c
app
roac
h
Incl
ude
s
clea
r
tran
sitio
ns
Use
s
com
par
e
and
cont
rast
sign
als
Inte
grat
es
rese
arch
ed
evid
enc
e
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
The
essay
lacks
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
Little
to no
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
attemp
ted but
ineffec
tive.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts the
topic-
by-
topic
appro
ach,
but it
is
ineffec
tive.
Some
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t a
topic-
by-
topic
appro
ach.
Effort
is
made
to
includ
e
compa
re/
contra
st
singla
s.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds
with a
topic-
by-
topic
appro
ach.
Comp
are/
contra
st
signal
s are
strong
and
appro
priate.
Transit
ional
phrase
s are
presen
t
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
not
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
not
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Compare/Contrast Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Expl
icit
The
sis
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
compa
re/
contra
st
thesis
and/or
severa
l
specifi
c
suppor
ting
points.
The
writer’
s
aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
compa
re/
contra
st
thesis
and/or
the
suppor
ting
points
are
hard
to
discer
n; the
author’
s
aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h; it
loosel
y
prepar
es the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
presen
t, and
both
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Foll
ows
the
topi
c-
by-
topi
c
app
roac
h
Incl
ude
s
clea
r
tran
sitio
ns
Use
s
com
par
e
and
cont
rast
sign
als
Inte
grat
es
rese
arch
ed
evid
enc
e
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
The
essay
lacks
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
Little
to no
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
attemp
ted but
ineffec
tive.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts the
topic-
by-
topic
appro
ach,
but it
is
ineffec
tive.
Some
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t a
topic-
by-
topic
appro
ach.
Effort
is
made
to
includ
e
compa
re/
contra
st
singla
s.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds
with a
topic-
by-
topic
appro
ach.
Comp
are/
contra
st
signal
s are
strong
and
appro
priate.
Transit
ional
phrase
s are
presen
t
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
not
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
not
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Compare/Contrast Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Expl
icit
The
sis
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
compa
re/
contra
st
thesis
and/or
severa
l
specifi
c
suppor
ting
points.
The
writer’
s
aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
compa
re/
contra
st
thesis
and/or
the
suppor
ting
points
are
hard
to
discer
n; the
author’
s
aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h; it
loosel
y
prepar
es the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
presen
t, and
both
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
compa
re/
contra
st
thesis
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
a
compa
re/
contra
st
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Foll
ows
the
topi
c-
by-
topi
c
app
roac
h
Incl
ude
s
clea
r
tran
sitio
ns
Use
s
com
par
e
and
cont
rast
sign
als
Inte
grat
es
rese
arch
ed
evid
enc
e
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
The
essay
lacks
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
does
not
follow
the
topic-
by-
topic
organi
zation
al
appro
ach.
Little
to no
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Transit
ional
phrase
s are
attemp
ted but
ineffec
tive.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts the
topic-
by-
topic
appro
ach,
but it
is
ineffec
tive.
Some
attenti
on is
paid to
compa
re/
contra
st
signal
s.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t a
topic-
by-
topic
appro
ach.
Effort
is
made
to
includ
e
compa
re/
contra
st
singla
s.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds
with a
topic-
by-
topic
appro
ach.
Comp
are/
contra
st
signal
s are
strong
and
appro
priate.
Transit
ional
phrase
s are
presen
t
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
undev
eloped
.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
compa
re/
contra
st
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
not
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
not
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
Writing Tips: The Compare/Contrast Essay
• Be sure that your introduction includes general background information on
your two topics. For instance, you might try defining the two topics,
explaining how they work, or providing their history to readers.
• Keep in mind that the introduction should be shaped like a funnel–starting
broadly and then ending more specifically with an explicit thesis statement
that contains a compare/contrast claim and at least three supporting
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points.
• Draft your essay using third-person perspective; this essay is more formal
in tone and texture than some of your previous writing projects.
• Make the most of the point-by-point organizational approach. Focus on
how the structure allows for straightforward compare/contrast analysis.
You’ll want to emphasize as much as possible how the two topics you
have chosen are similar, different, or a combination of the two: similar and
different. This emphasis will happen through intentional compare/contrast
language and analysis.
• Plan to keep a narrow and specific focus throughout this essay: it should
be clear to readers how all compare/contrast points are connected to your
thesis. If you introduce ideas that do not directly relate to your thesis, you
will either want to more closely connect them or remove them entirely
during your revision stage.
• Make sure your conclusion summarizes the most important ideas in your
essay, including the main compare/contrast thesis/claim and supporting
points. However, be sure that you are not repeating your thesis verbatim
with this final overview. Also, think about closing on a thoughtful note, but
don’t be cliche.
Supplemental Resource:
You may find the following vocabulary list helpful when you are making compare/
contrast claims in your essay. It is important to emphasize whether you are
comparing or contrasting ideas, as you present them to readers, so choosing
specific language that reflects this goal is essential.
Compare Contrast
• Similarly
• In comparison
• Likewise
• As well as
• Also
• Additionally
• Like
• In common
• Equally
• Differing
• In contrast
• However
• But
• Unlike
• On the other hand
• While
• Although
• Even though
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Step-By-Step Checklist: Ready, Set, Write!
Step by Step Checklist: Crafting the Compare/Contrast Essay
Begin by brainstorming two topics that might be effectively compared,
contrasted, or compared and contrasted.
Once you have settled on your two topics, start to plot out your points of
comparison and/or contrast using graphic organizational strategies like a
Venn diagram or a compare and contrast table. You can also just create a
simple list of these points, if you prefer.
Once you have a robust list of compare and contrast points, you will need to
narrow the focus to a select few. Often, three points work well for this paper.
You can certainly choose more, but do not choose less than three supporting
points, or you may not achieve full development and support of your claims.
Next, create a specific and straightforward explicit thesis/claim statement. The
reader should have no confusion about your purpose (to compare, to
contrast, or to compare and contrast) or the supporting points that you will be
using to prove the similarities and differences between your topics.
Then, start outlining your point-by-point organizational strategy.
As you work to organize your own ideas, you should also begin to carefully
collect source material or evidence. While you need to include at least two
reliable and credible sources with this essay, your original insight and
analysis is still the most important part of this essay. The research should be
a complement to your ideas, not the central focus.
Don’t forget to continue to focus on your compare/contrast language and
analysis. Readers should never wonder what you are trying to demonstrate
with this essay.
Be sure to use third-person perspective throughout the entire essay.
When it comes to your conclusion, remember to remind readers of your thesis
and all of your supporting points in this final paragraph, but don’t repeat the
thesis verbatim. Instead, summarize all that has come before in the essay,
using different language. Be sure to avoid introducing new ideas in the
conclusion, as this could confuse readers (and these ideas can’t become fully
developed or supported).
Proofread your essay by correcting any errors in spelling, usage, mechanics,
style/language, grammar, and sentence structure. Double-check that you are
using MLA formatting.
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Point by Point Compare-Contrast Chart
INSTRUCTIONS: Use this table to compare two things.
Topic #1
Similarities of
Topic 1 and 2
Topic #2
Point-by-Point
Differences
Point-by-Point
Differences
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Venn Diagram: Compare/Contrast Two
Items
Type details here
Type details here
Similarities
Item 1
Item 2
Type details here
Will complete by: _______
1
Watch Compare/ Contrast Essay Video
2
Review Assignment Instructions
3
Review Assignment Rubric
4
Review the Writing Tips
5
Review the Annotated and Good/Bad Examples
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6
Participate in Reader Review
7
Populate the Graphic Organizer(s)
8
Compile the Essay
Pro Tip
9
Revise the draft using
• Evaluator guidance
• Your corrections
• Writing Center feedback
Compare Contrast
Requirements
Prompt: Write a compare/contrast essay in point-by-point structure where you
attempt to show readers how two subjects are similar, different, or a combination
of the two.
Requirements
• 2 credible sources
• 750 words minimum
• Underline thesis/theme
Submit Assignment
*Turnitin
Assignment
Name
Writing Assignment: Compare/Contrast
Summary
Submit an OPTIONAL reflection at the end of your
draft.
Suggestions on what to include in your reflection:
1. What draft are you presently submitting?
2. What was the writing process like for you?
3. Where did you stumble, and where do you need
additional guidance?
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*Turnitin
Assignment
Name
Writing Assignment: Compare/Contrast
Summary
Submit an OPTIONAL reflection at the end of your
draft.
Suggestions on what to include in your reflection:
1. What draft are you presently submitting?
2. What was the writing process like for you?
3. Where did you stumble, and where do you need
additional guidance?
Assignment Guide: The
Argumentative
https://youtu.be/Z0iJyZ0z-
zM
Assignment Prompt
For this assignment, you will be writing an argumentative essay–
a piece of writing that requires you to take a position, what
rhetoricians call a claim, on a debatable topic (that is, a topic with
more than one side). Specifically, you will present a policy claim
where you argue for or against a change of some kind. This
claim should be supported by reliable, credible evidence (i.e.
scholarly sources) backed by research. In addition to presenting
your claim, you will also need to acknowledge the other side,
which is called the counterargument. For this assignment, you
may choose your own topic or select one from the list
below.
Assignment-Specific Requirements:
Length: This assignment should be at least 750 words.
Thesis: Underline your thesis statement or the main claim of
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your letter.
Supporting Points: plan to develop at least three strong
supporting points to accompany your thesis and at least one
counter. Each supporting point should equate to at least one
body paragraph.
Sources Needed: The essay should integrate at least four
reliable and credible sources, to help prove the argument for or
against a policy change. Be sure to use MLA guidelines for all
in-text and Works Cited citations.
Page Formatting: See Appendix C – Formatting and Submitting
Your Work
MLA Requirements: See Formatting your Essay: MLA 8th
Edition
Rhetorical Mode
When we talk about argument writing, we are not talking about
an emotional and heated argument, but one that is neutral in
tone and uses evidence/facts to convince your readers of a
claim. Your argument is your claim, or the point that you want to
convince readers of–in this instance, you will be making a claim
for or against a policy change. Because everything depends on
the strength of this claim (and the supporting points that you use
to scaffold it), the organizational structure of an argumentative
essay is incredibly important to its success. Every idea, topic
sentence, paragraph, and page should always align with your
argumentative claim. Be sure that you use scholarly evidence
purposefully to support the claim you are making and do not veer
too much into exploratory or informative writing, which is trickier
than it sounds. You’ll also need to think carefully about how to
integrate researched evidence with your own ideas, to build a
fully developed and supported stance throughout. Finally, you
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3
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will want to acknowledge the counterargument in the body
paragraphs, even if you cannot refute it entirely.
Rhetorical Considerations
Purpose:
Remember that this is an argumentative essay: that means your
goal is to prove your claim for or against a policy change to
readers. This piece of writing should be aimed at convincing
readers through the inclusion of a strong argumentative thesis,
specific supporting points, acknowledgement of the counter, and
carefully chosen scholarly evidence.
Audience:
The argumentative essay is written for someone else–a
community of readers that is most impacted by the policy you are
proposing to change (or keep the same). In this instance, you
are writing to argue for or against a change (and thus convince
readers that a change should or should not occur). Keep this
audience in mind by angling everything in your essay towards a
strong argument that can appeal to a more general population.
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Form:
This is a formal writing project, written in third-person, relying on
strong organizational strategies, integrating researched evidence
(the academic sources you choose), and following MLA
formatting guidelines.
Additional Resources:
Suggested Topics:
• Physician-assisted suicide should/should not be legalized
• The drinking age should/should not be lowered to 18
• Colleges should/should not use proctoring for exams
• Weedkiller should/should not be illegal
• Self-driving cars should/should not be legal
• College athletes should/should not be paid as employees
• The U.S. should/should not switch to a single-payer
healthcare system
• Drug possession should/should not be decriminalized
• The minimum wage should/should not be increased across
the U.S.
Mini-Lesson on ETHOS – PATHOS – LOGOS
Plan to use these appeals heavily throughout your
Argumentative essay.
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Ethos
This is an ethical appeal. It relies on
your reliability and credibility as the
author.
• Includes reliable
sources
• Is written from an
unbiased
perspective
• Shows the writer’s
expertise through
the presentation of
careful insight and
research
Pathos
This is an emotional appeal. It relies on
the construction of careful connection
between the claims presented and the
emotions of the readers.
• Includes the
writer’s values and
beliefs
• Uses stories or
examples that
convey emotion
• Contains broader
appeal and focus
Logos
This is an appeal to logic and reason. It
relies on facts and figures that can
convince the reader of the claims.
• Relies on fact and
opinion
• Focuses on
reasonable claims
and organization of
ideas
• Only includes
relevant material
with a narrow focus
Grading Guide: The
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Argumentative Essay
ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Arg
ume
ntati
ve
The
sis/
Clai
m
for
Cha
nge
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
argum
entativ
e
thesis/
claim
and/or
severa
l
specifi
c
suppor
ting
points.
Aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
argum
entativ
e
thesis/
claim
and/or
the
suppor
ting
points
are
hard
to
discer
n;
Aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
Argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h.
Aware
ness
of the
audien
ce
attemp
ted.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
presen
t.
Aware
ness
of the
audien
ce is
presen
t, but
could
use
improv
ement.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
argum
entativ
e
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Is
angl
ed
tow
ards
arg
ume
nt
thro
ugh
out
Incl
ude
s
clea
r
tran
sitio
ns
Inte
grat
es
rese
arch
ed
evid
enc
e
Ref
ere
nce
s a
cou
nter
arg
ume
nt
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Little
to no
attenti
on is
paid to
transiti
ons.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts to
angle
toward
s
argum
ent.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t to
angle
toward
s
argum
ent.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds by
anglin
g
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
presen
t and
effecti
vely
used
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
theref
ore
under
develo
ped.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted,
but the
writer
still
gives
reader
s food
for
though
t on
the
topic.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Mini
mu
m
wor
d
cou
nt:
750
wor
ds
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Word
count
minim
um
may
not be
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Arg
ume
ntati
ve
The
sis/
Clai
m
for
Cha
nge
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
argum
entativ
e
thesis/
claim
and/or
severa
l
specifi
c
suppor
ting
points.
Aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
argum
entativ
e
thesis/
claim
and/or
the
suppor
ting
points
are
hard
to
discer
n;
Aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
Argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h.
Aware
ness
of the
audien
ce
attemp
ted.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
presen
t.
Aware
ness
of the
audien
ce is
presen
t, but
could
use
improv
ement.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
argum
entativ
e
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Is
angl
ed
tow
ards
arg
ume
nt
thro
ugh
out
Incl
ude
s
clea
r
tran
sitio
ns
Inte
grat
es
rese
arch
ed
evid
enc
e
Ref
ere
nce
s a
cou
nter
arg
ume
nt
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Little
to no
attenti
on is
paid to
transiti
ons.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts to
angle
toward
s
argum
ent.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t to
angle
toward
s
argum
ent.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds by
anglin
g
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
presen
t and
effecti
vely
used
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
theref
ore
under
develo
ped.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted,
but the
writer
still
gives
reader
s food
for
though
t on
the
topic.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Mini
mu
m
wor
d
cou
nt:
750
wor
ds
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Arg
ume
ntati
ve
The
sis/
Clai
m
for
Cha
nge
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
argum
entativ
e
thesis/
claim
and/or
severa
l
specifi
c
suppor
ting
points.
Aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
argum
entativ
e
thesis/
claim
and/or
the
suppor
ting
points
are
hard
to
discer
n;
Aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
Argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h.
Aware
ness
of the
audien
ce
attemp
ted.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
presen
t.
Aware
ness
of the
audien
ce is
presen
t, but
could
use
improv
ement.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
argum
entativ
e
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Is
angl
ed
tow
ards
arg
ume
nt
thro
ugh
out
Incl
ude
s
clea
r
tran
sitio
ns
Inte
grat
es
rese
arch
ed
evid
enc
e
Ref
ere
nce
s a
cou
nter
arg
ume
nt
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Little
to no
attenti
on is
paid to
transiti
ons.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts to
angle
toward
s
argum
ent.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t to
angle
toward
s
argum
ent.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds by
anglin
g
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
presen
t and
effecti
vely
used
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
theref
ore
under
develo
ped.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted,
but the
writer
still
gives
reader
s food
for
though
t on
the
topic.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Mini
mu
m
wor
d
cou
nt:
750
wor
ds
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Arg
ume
ntati
ve
The
sis/
Clai
m
for
Cha
nge
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
argum
entativ
e
thesis/
claim
and/or
severa
l
specifi
c
suppor
ting
points.
Aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
argum
entativ
e
thesis/
claim
and/or
the
suppor
ting
points
are
hard
to
discer
n;
Aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
Argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h.
Aware
ness
of the
audien
ce
attemp
ted.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
presen
t.
Aware
ness
of the
audien
ce is
presen
t, but
could
use
improv
ement.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
argum
entativ
e
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Is
angl
ed
tow
ards
arg
ume
nt
thro
ugh
out
Incl
ude
s
clea
r
tran
sitio
ns
Inte
grat
es
rese
arch
ed
evid
enc
e
Ref
ere
nce
s a
cou
nter
arg
ume
nt
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Little
to no
attenti
on is
paid to
transiti
ons.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts to
angle
toward
s
argum
ent.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t to
angle
toward
s
argum
ent.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds by
anglin
g
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
presen
t and
effecti
vely
used
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
theref
ore
under
develo
ped.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted,
but the
writer
still
gives
reader
s food
for
though
t on
the
topic.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Mini
mu
m
wor
d
cou
nt:
750
wor
ds
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Arg
ume
ntati
ve
The
sis/
Clai
m
for
Cha
nge
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
argum
entativ
e
thesis/
claim
and/or
severa
l
specifi
c
suppor
ting
points.
Aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
argum
entativ
e
thesis/
claim
and/or
the
suppor
ting
points
are
hard
to
discer
n;
Aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
Argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h.
Aware
ness
of the
audien
ce
attemp
ted.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
presen
t.
Aware
ness
of the
audien
ce is
presen
t, but
could
use
improv
ement.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
argum
entativ
e
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Is
angl
ed
tow
ards
arg
ume
nt
thro
ugh
out
Incl
ude
s
clea
r
tran
sitio
ns
Inte
grat
es
rese
arch
ed
evid
enc
e
Ref
ere
nce
s a
cou
nter
arg
ume
nt
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Little
to no
attenti
on is
paid to
transiti
ons.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts to
angle
toward
s
argum
ent.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t to
angle
toward
s
argum
ent.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds by
anglin
g
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
presen
t and
effecti
vely
used
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
theref
ore
under
develo
ped.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted,
but the
writer
still
gives
reader
s food
for
though
t on
the
topic.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Mini
mu
m
wor
d
cou
nt:
750
wor
ds
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Arg
ume
ntati
ve
The
sis/
Clai
m
for
Cha
nge
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
argum
entativ
e
thesis/
claim
and/or
severa
l
specifi
c
suppor
ting
points.
Aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
argum
entativ
e
thesis/
claim
and/or
the
suppor
ting
points
are
hard
to
discer
n;
Aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
Argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h.
Aware
ness
of the
audien
ce
attemp
ted.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
presen
t.
Aware
ness
of the
audien
ce is
presen
t, but
could
use
improv
ement.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
argum
entativ
e
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Is
angl
ed
tow
ards
arg
ume
nt
thro
ugh
out
Incl
ude
s
clea
r
tran
sitio
ns
Inte
grat
es
rese
arch
ed
evid
enc
e
Ref
ere
nce
s a
cou
nter
arg
ume
nt
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Little
to no
attenti
on is
paid to
transiti
ons.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts to
angle
toward
s
argum
ent.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t to
angle
toward
s
argum
ent.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds by
anglin
g
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
presen
t and
effecti
vely
used
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
theref
ore
under
develo
ped.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted,
but the
writer
still
gives
reader
s food
for
though
t on
the
topic.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Mini
mu
m
wor
d
cou
nt:
750
wor
ds
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Arg
ume
ntati
ve
The
sis/
Clai
m
for
Cha
nge
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
argum
entativ
e
thesis/
claim
and/or
severa
l
specifi
c
suppor
ting
points.
Aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
argum
entativ
e
thesis/
claim
and/or
the
suppor
ting
points
are
hard
to
discer
n;
Aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
Argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h.
Aware
ness
of the
audien
ce
attemp
ted.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
presen
t.
Aware
ness
of the
audien
ce is
presen
t, but
could
use
improv
ement.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
argum
entativ
e
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Is
angl
ed
tow
ards
arg
ume
nt
thro
ugh
out
Incl
ude
s
clea
r
tran
sitio
ns
Inte
grat
es
rese
arch
ed
evid
enc
e
Ref
ere
nce
s a
cou
nter
arg
ume
nt
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Little
to no
attenti
on is
paid to
transiti
ons.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts to
angle
toward
s
argum
ent.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t to
angle
toward
s
argum
ent.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds by
anglin
g
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
presen
t and
effecti
vely
used
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
theref
ore
under
develo
ped.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted,
but the
writer
still
gives
reader
s food
for
though
t on
the
topic.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Mini
mu
m
wor
d
cou
nt:
750
wor
ds
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
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ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr
odu
ctio
n
(Fir
st
Par
agr
aph
)
20
%
Ope
ning
“ho
ok”
Bac
kgro
und
Info
rmat
ion
Arg
ume
ntati
ve
The
sis/
Clai
m
for
Cha
nge
Spe
cific
Sup
porti
ng
Poi
nts
The
openin
g
“hook”
is not
presen
t. The
thesis
does
not
contai
n a
clear
argum
entativ
e
thesis/
claim
and/or
severa
l
specifi
c
suppor
ting
points.
Aware
ness
of the
audien
ce is
not
appar
ent.
The
openin
g
“hook”
is not
appar
ent.
The
argum
entativ
e
thesis/
claim
and/or
the
suppor
ting
points
are
hard
to
discer
n;
Aware
ness
of the
audien
ce is
difficul
t to
ascert
ain.
The
openin
g
“hook”
is
attemp
ted,
but it
may/
may
not be
succe
ssfully
engagi
ng.
The
Argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
eviden
t,
though
they
may
lack
strengt
h.
Aware
ness
of the
audien
ce
attemp
ted.
The
openin
g
“hook”
is
presen
t and
may/
may
not
enhan
ce the
reader
’s
interes
t in the
materi
al. The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
presen
t.
Aware
ness
of the
audien
ce is
presen
t, but
could
use
improv
ement.
The
openin
g
“hook”
grabs
the
reader
’s
attenti
on.
The
argum
entativ
e
thesis/
claim
and
suppor
ting
points
are
strong
and
clear,
and
they
though
tfully
prepar
e the
audien
ce for
argum
entativ
e
analys
is.
Ess
ay
Dev
elo
pm
ent
(Bo
dy
Par
agr
aph
s)
20
%
Is
angl
ed
tow
ards
arg
ume
nt
thro
ugh
out
Incl
ude
s
clea
r
tran
sitio
ns
Inte
grat
es
rese
arch
ed
evid
enc
e
Ref
ere
nce
s a
cou
nter
arg
ume
nt
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
lackin
g or
ineffec
tive.
Resea
rch is
not
integra
ted at
all.
The
essay
is not
angled
toward
s
argum
ent
throug
hout.
Little
to no
attenti
on is
paid to
transiti
ons.
Resea
rch is
integra
ted
poorly,
if at
all.
The
essay
attemp
ts to
angle
toward
s
argum
ent.
Some
attenti
on is
paid to
transiti
onal
phrase
s, but
further
attenti
on is
requir
ed.
Resea
rched
eviden
ce is
attemp
ted,
but not
succe
ssfully
integra
ted
with
origina
l
insight
.
The
essay
may/
may
not
attemp
t to
angle
toward
s
argum
ent.
Transit
ional
phrase
s are
attemp
ted
and
mostly
succe
ssful.
Resea
rched
eviden
ce is
includ
ed, but
could
be
better
integra
ted
with
origina
l
insight
.
The
essay
succe
eds by
anglin
g
toward
s
argum
ent
throug
hout.
Transit
ional
phrase
s are
presen
t and
effecti
vely
used
throug
hout
the
essay.
Resea
rched
eviden
ce is
expertl
y
woven
into
the
essay
with
origina
l
insight
.
Clo
sin
g
(Co
ncl
usi
on
Par
agr
aph
)
20
%
Incl
ude
s a
remi
nde
r of
the
expl
icit
thes
is
and
sup
porti
ng
poin
ts.
Mak
es a
dire
ct
atte
mpt
to
eng
age
the
audi
enc
e.
Doe
s
not
intro
duc
e
new
idea
s/
clai
ms
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
There
is no
attemp
t to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
theref
ore
under
develo
ped.
The
conclu
sion
paragr
aph
does
not
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
Little
to no
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
are
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
attemp
ts to
remind
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points,
though
improv
ement
is
possib
le.
Some
attemp
t is
made
to
engag
e the
audien
ce one
final
time.
New
ideas/
claims
may
be
presen
t and
under
develo
ped.
The
conclu
sion
paragr
aph
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
An
attemp
t is
made
to
engag
e the
audien
ce one
final
time,
though
some
improv
ement
is
possib
le.
New
ideas/
claims
are
not
presen
ted.
The
conclu
sion
paragr
aph
though
tfully
remind
s
reader
s of
the
argum
entativ
e
thesis
and
suppor
ting
points.
A final
attemp
t at
audien
ce
engag
ement
is
attemp
ted.
No
new
ideas/
claims
are
presen
ted,
but the
writer
still
gives
reader
s food
for
though
t on
the
topic.
Lan
gua
ge
and
Styl
e
13.3
%
Sen
tenc
e
Stru
ctur
e
(Gra
mm
ar)
Wor
d
Cho
ice/
Voc
abul
ary
(Re
dun
dan
cy,
rep
etiti
on,
awk
war
dne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
his/
her/
their
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
essay.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
essay.
.
Pun
ctu
atio
n,
Cap
itali
zati
on
13.3
%
Co
mm
a
erro
rs,
com
ma
spli
ces,
apo
stro
phe
erro
rs,
capi
taliz
atio
n
erro
rs,
sem
icol
on
erro
rs,
colo
n
erro
rs,
typo
s/
mis
spel
ling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
narrati
ve.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
narrati
ve, but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
narrati
ve.
Atte
ntio
n to
Dire
ctio
ns/
For
mat
13.4
%
Ess
ay
For
matt
ing
req
uire
men
ts,
as
note
d
for
the
cour
se.
Mini
mu
m
wor
d
cou
nt:
750
wor
ds
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
. Word
count
minim
um
may
not be
met.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Word
count
minim
um
may
not be
met.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Word
count
minim
um is
met.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
. Word
count
minim
um is
met.
Writing Tips: The
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Argumentative Essay
• Budget your time. This piece of writing is time-intensive,
with multiple steps that should not be skipped. Plan ahead
for brainstorming, collecting sources, outlining, drafting,
and proofreading & polishing.
• Organize your research. Create a project-specific
bookmarks folder in your web browser. Or check out
Zotero, an excellent program that helps compile, organize,
and cite research.
• Outline. An argument is a network of interdependent
elements; thesis, major claims, supporting research, and
minor claims–all of these pieces of the puzzle need to fit
together for the argument to work. Put differently, this type
of writing is complicated; outlining will help you to see your
argument simply.
• Ensure your introduction catches your readers’ attention
and uses a hook to keep it. Be specific about why your
argument is worth your readers’ time and why the
argument you have chosen is important.
• Avoid arguments from personal experience. Mention
nothing of your background, nor your expertise, though
they might seem relevant–another convention of formal
style. Likewise, avoid direct emotional appeals. Formal
arguments are derived from shared histories and literature,
from research and scholarship. A good rule to argue by is
to only claim what your research lets you.
• Be wary of mixing the argumentative purpose with that of
informative writing. This is more difficult than many
imagine. Only offer context when it is necessary to
understand an essential part of the argument. Subject
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https://www.zotero.org/
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questionable passages to the simple litmus question: “Is
this material either making or supporting a claim?” If the
passage isn’t doing one of those two things, odds are, it’s
purely informative, and it needs to go.
• Develop at least three strong arguments for your thesis/
claim, and develop them fully. Long body paragraphs are
okay here–provided they are focused. As stressed in
previous assignments: avoid writing body paragraphs that
make multiple claims.
• Do write a conclusion that includes a revisitation of your
main claim and supporting points for or against a policy
change. Don’t write a conclusion that is a verbatim
repetition of what your reader has just read. The conclusion
is your best opportunity to provide your “so what” for your
claim (to convince your readers that your claim has merit).
Offer your most powerful version of your argument. Ask an
evocative question. Give your reader something to think
about after they’ve put your writing down.
Color-Coded
Argumentative Essay
Last Name 1
First Name Last Name
English Composition 1
Argumentative Essay
25 May 2019
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National Security Overrides Citizen Privacy
Why is national security more important than some
minor impediments to citizen privacy? (1) The answer
is very simple: national security helps to ensure that
the citizens of its country can openly enjoy the
freedoms and protections allotted to them. Adam
Moore, a longstanding expert in privacy and security,
explains, “Privacy may protect important interests, but
these interests will never be as important as the
security of life and limb.” In other words, privacy is
related to one’s personal interest whereas national
security measures are related to collective interests,
and priority for collective interests can help safeguard
privacy measures for the individuals of those served
groups.(2) When national security entities can protect
the best interest of large populations, citizens should
step aside to allow protective agencies to do what is
necessary for the good of the whole; some citizens
only need to relinquish very inconsequential matters
for both their benefits and the entire community.(3)
Therefore, United States citizens should prefer
national security over personal privacy(4) because
those measures protect the states from terrorism,
ensure economic prosperity, and safeguard political
elections.(5)
The first major benefit of American national
security that is more important than any personal
privacy is safety from terrorism.(6) National security
measures aim to impede the way of terrorists by
thwarting destructive plans. For example, the tragedy
of 9/11 and subsequent terror attacks shed light on
the greater needs for security and development of
new security concepts and strategies that shift the
balance between security and the observance of
human rights (Pavone et al.).(7) Needless to say,
terrorism not only invades countries, but it can also
lead to destabilization of a country by creating unrest,
and in that case, entire states and populations are
affected, which leaves citizens without concern for
their privacies because chances are they are left
without any if their country was overthrown by a
terrorism group. In addition, with the advancement of
science and technology, the terrorists have organized
their activities, making them a greater and continuous
threat that must be monitored. In fact, hundreds of
potential terrorism acts were believed to be thwarted
in one year alone following 9/11 (Straub), and the
country used less security measures at that time than
they do now (Tolbert), which means that the chances
of stopping these crimes improves each year,
especially as national securities agencies gain more
and more data from citizens. Monitoring sometimes
means national security agencies listening in on the
personal phone calls of those who may pose a threat
or have ties to crime organizations, and some citizens
worry about these national security agencies
encroaching upon their private calls (Straub), which is
a valid concern. However, if a socialist country takes
over a capitalist region, the capitalist country’s
freedoms are surely to change (Ebeling), so citizens
who oppose national security measures over personal
privacies withstanding a bit of worry over the unlikely
hood that a beneficial, security-focused company is
listening is surely worth the minor nuisance.(8) In
summary, to prevent drastic safety concerns and
uphold the freedoms of some nations that terrorist
groups target, it becomes unavoidable for the states
to adopt defensive measures even if or when the
average citizen has to experience negligible
discomfort.(10)
National security is also necessary for economic
growth of the individuals and the states, even more so
than protecting individual freedoms.(6) To clarify
further, Straub explains that social instability “deters
investment and makes normal economic activity
impossible.”(7) A country’s strong, prosperous
economic state cannot be undermined or devalued.
Sound economies allow men and women to work and
be paid fair wages that, in turn, afford them the ability
to feed their families. In some cases, infringement
upon personal privacy comes in the form of
unwarranted, extensive background checks for one
reason or another: criminal history, citizenship, etc.
Ensuring that all workers in the United States are
qualified for employment, whether that is by birth right
or visa, can help to determine if a country’s workforce
upholds and maintains a set of standards upheld by
the government and works in the best interest of the
country and its people. Referring to 9/11, had national
security agencies looked further into the backgrounds
of those terrorists who caused massive destruction as
pilots of the planes that took down buildings across
the country, other, purely intended pilots could have
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filled those roles, preventing so many family
catastrophes. As a matter of fact, according to The
Washington Post, one of the plane hijackers was on a
US watchlist prior to him carrying out this horrific
event. Knowing this, citizens should freely welcome
national security measures because a well-intended
citizen would not want this type of destruction in
addition to lose work opportunity to an unqualified, ill-
intentioned worker. Part of conserving valuable roles
in the country is establishing measures, even if they
infringe on personal privacy, for getting qualified
people into open roles—those who have families to
feed within the country and those who have the
country’s best interest in mind.(8) Considering the
drastic measures a child’s guardian may go to in
order to protect the wellbeing of his or her child, it
would come as no surprise that these same guardians
would likely happily undergo any number of personal
privacy discomforts for the betterment of their country,
which trickles down to benefit their own personal
protections.(10)
Finally, a country such as the United States that is
considered a world leader on various fonts, if not the
world leader, must safeguard their people’s political
elections.(6) All American citizens of a certain age
have the right and freedom to vote, which is a distinct
and unique privilege, especially in comparison to
other countries.(7) One could argue that the right to
vote might be one of a citizen’s most important roles
and therefore should be protected at all costs, and
protective measures may be as simple as national
security agencies going to great lengths to verify the
qualifications of each voter. However, when other
entities strive to influence the outcome of an election
to best serve their needs and are successful, the
citizens of the country of that newly elected official are
subjected to policies that may not be of their benefit
and wellbeing.(9) For example, some people believe
that Russia interfered with the United States’ 2017
election and were successful, and if this is true,
citizens in favor of the other official should feel a
sense of immense uneasiness that outside forces
took away their right to a fair election, and in a sense,
negated one of their freedoms. No matter the party for
which a group of citizens favors, all citizens should be
willing to relinquish the most minute of personal
privacy in effort to protect their right to vote. Having
an unfavorable leader in office, one that has policies
that benefit a country that is not necessarily a top ally
should worry the people who must serve under that
falsely selected leadership.(8) Citizens choosing to
team up with the country’s government to safeguard
the government’s job to protect the well fair and
freedoms of its citizens are ultimately helping to
ensure their future privacies.(10)
To conclude, no doubt, some people are right in
their reservations about national security, but it is
unavoidable. The reason being, sometimes for
greater interests, smaller interests have to be
sacrificed. Human life, freedoms, property, and even
the wellbeing of future generations are more
important and valuable than privacy. It is national
security agencies that ensure people’s lives, protect
their prosperity, and bring about peace and calm in
the society,(11) and citizens must team up with their
government to help the government in their number
one job—safeguard their citizens. If there is no life,
there will be nothing. It is life and those associated
freedoms, especially in the United States, that gives
opportunity to enjoy everything.(12)
Works Cited
Ebeling, Richard. “War, Big Government, and Lost
Freedom.” The Future of Freedom Foundation, 4 Nov.
2015, www.fff.org/explore-freedom/article/war-big-
government-lost- freedom/. Accessed 2 May 2019.
Moore, Adam D. “Why Privacy and Accountability
Trump Security.” Privacy, Security, and
Accountability. Rowman and Littlefield International,
2016. www.researchgate.net. Accessed 2 May 2019.
Pavone, Vincenzo et al. “The Privacy vs Security
Dilemma in a Risk Society: Insights from the PRISE
Project on the Public Perception of New Security
Technologies in Spain.” Research Gate. Feb. 2019.
www.researchgate.net. Accessed 2 May 2019.
Straub, Stefan. “Citizen Summits on Privacy, Security
and Surveillance: Synthesis Report.” Research Gate.
Institute of Technology Assessment, Austrian
Academy of Sciences, 2015. www.researchgate.net/
publication/284173314. Accessed 2 May 2019.
Swain, J. E. “Approaching the Biology of Human
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34664&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31119&displayformat=dictionary
Parental Attachment: Brain Imaging, Oxytocin And
Coordinated Assessments of Mothers and Fathers.”
US National Library of Medicine, 15 Mar. 2015,
www.ncbi.nlm.nih.gov/articles/PMC4157077/.
Accessed 2 May 2019.
The Washington Post. “Four Planes, Four
Coordinated Teams.” www.washingtonpost.com/wp-
srv/graphics/attack/hijackers.html. Accessed 2 May
2019.
1. Hook
2. Background Information
3. Importance of Topic
4. Thesis Statement Claim
5. Thesis Statement Subtopics
6. Topic Sentences
7. Explanation/Evidence of Proof of the Problem
8. Interpretation/Analysis of Research/Supporting Discoveries
9. Counterargument and Consession or Rebuttal
10. Concluding Sentence
11. Summarizing
12. Synthesizing
Annotated Argumentative
Essay
Last Name 1
First Name Last Name
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English Composition 1
Argumentative Essay
25 March 2020 [SS1]
Educational Systems Need Plagiarism Detection
Software [SS2]
Technological innovations and growth over the
years have given people access to an unprecedented
amount of information. However, this new era of
technology and online information also brings up a
problem: plagiarism. Plagiarism is caused by several
different reasons. However, whether it is a
misconception of proper citation and credit or
intentionally due to outside pressure, plagiarism
undermines the value of academic research and the
credibility of learning institutions in which it occurs,
and it is not something that should be accepted as a
common practice.[SS3] Higher learning institutions
should adopt plagiarism detection software [SS4] to
promote a fair learning environment, help develop
critical thinking skills, and instill fundamental values of
honesty and morality.[SS5]
To ensure that a post-secondary school
encourages a fair and equal learning environment,
plagiarism detection software should be used to
prevent piracy.[SS6] According to a survey created by
Donald McCabe,[SS7] a Rutgers Business School
professor who spend many years researching
academic integrity,[SS8] out of 63,700 US
undergraduates and 9,250 graduates over the course
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of three years, “38% admit to paraphrasing/copying a
few sentences from a written source without
footnoting it. 7% self-report copying materials almost
word for word from a written source without citation.
7% self-report turning in work done by another.”
Researchers and writers spend exorbitant amounts of
time researching and writing academic papers, and
when over half of a selected student population
inappropriately borrows content from these resources,
some major plagiarism concerns exist and may be,
unbeknownst to professors, slipping by undetected. It
is only fair for students to not only respect the efforts
of the researchers, but the efforts put in by their peers
in projects and assignments as well. It would not be
just if a student gains a higher score than a peer on
an assignment if he or she plagiarizes the information
or hard work of another person. All parties are
affected: plagiarizing students may not learn the
assignment’s intended concepts [SS9], students
plagiarized from may later be in unfair competition for
careers with il-equipped peers, higher learning
institutions may suffer credibility status concerns
when news of their loose plagiarism rules spreads to
accrediting counsels, etc. However, if higher learning
institutions implement a plagiarism detector software,
professors would be able to better and more easily
identify those who plagiarize and take the right steps
to ensure that it does not happen again in order to
maintain a fair environment for all students to learn.
For example, Turnitin, which is one of the more
popular plagiarism software, continually scores higher
than its competitors in tests for effectively discovering
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intentional and unintentional plagiarism (Strumshein).
Understandably, some critics are concerned about a
plagiarism software that cannot distinguish between
the two, but higher learning institutions are provided
with guidance from plagiarism detection software
companies, such as Turnitin, that instruct professors
how to use the percentage match reports to draw
plausible conclusions for both intentional and
unintentional plagiarism so that instructors can then
enforce their learning institution’s relevant [SS10]
policies.[SS11] In fact, Central Coast University found
higher instances of intentional plagiarism, more than
they were able to discover years prior, during the first
few years it implemented a plagiarism detection
software. The following two years saw a substantial
decrease in intentional plagiarism, and as professors
learned how to instruct students to work with the
software to weed out unintentional plagiarism, even
unintentional plagiarism decreased. Remarkably,
[SS12] one can deduce that Central Coast University
was quite successful in creating a fairer, more equal
learning field, and students will leave the university—
one that can boast optimal academic honesty
practice–feeling well prepared. Therefore, any higher
learning institutions can implement a plagiarism
software and see similar results—results that are
immeasurably beneficial to so many parties
instantaneously and looking forward.[SS13]
Other than maintaining the integrity of both
researchers and students, restricting plagiarism can
stimulate a student’s critical and logical thinking skills
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to some extent. As technology advances at a
phenomenal rate, information is ready at hand
through a quick search on Google or other online
search platforms, which is further exasperated by the
amount of research required at a post-secondary
institution. However, while it may be convenient, more
and more students have the opportunity to rely on
online information without doing any independent
critical thinking. Because of this, “students do not
clearly distinguish their own thoughts from those of
others; ask them what they think on any controversial
subject and they will simply repeat what they heard
someone else say or what they have
read” (Saalbach).[SS14] Simply copying and pasting
or rephrasing another’s words can damage a
student’s ability to develop his or her own opinions
through critical thinking, and critical thinking is at the
forefront of collegiate learning. If plagiarism detectors
were to be implemented, students would be forced to
sort through information, summarize what they are
reading, and use logical thinking skills to analyze the
information and form an opinion because while
plagiarism detectors, such as Turnitin, cannot
determine the degree to which critical thought has
been employed, it is programmed to find verbatim
excerpts, poorly compiled paraphrases, and the like,
which is the first step in helping students reduce
unnecessary or unattributed borrowed information
and develop essays with as much original material as
possible. Because professors would be holding
students accountable in conjunction with the results of
the plagiarism software (Tolbert), students will feel
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supported in their efforts to objectively analyze and
evaluate an issue to form a judgement. The
partnership between the professor and software
encourages students’ growth in writing by reducing an
otherwise intimidating critical thinking process.
Lastly, a plagiarism detection software would lead
students into making the right choice and building an
honest work ethic. Many students today “face high
expectations” from their parents, teachers, or even
themselves to perform well in school in preparation for
their careers (Tolbert).[SS15] As a result, these
burdens can make students fear failure. Students may
turn to plagiarism to ease their workload or perhaps
make their work stronger to get a better grade. As
Anne Tolbert, acclaimed psychology professor, points
out, when students try to meet those high
expectations,
they often realize that they aren’t cut out to succeed
at that level. This lack of confidence can lead to a
psychological problem known as imposter syndrome,
in which students feel as though they do not belong in
their current academic setting. This can lead to
plagiarism, both intentional and unintentional, as they
try to mask their discomfort and lack of confidence in
the classroom.[SS16]
By implementing a plagiarism detection software,
each student is held accountable for his or her
academic performance. Students may have various
drives for preventing plagiarism once a plagiarism
software is incorporated, but regardless of that
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motivation, students are forced to consider the
consequences and that committing plagiarism would
serve as a barrier to accomplishing their ultimate
goals—being expelled for committing plagiarism is a
sure way to fail meeting the high expectations that
some students feel compelled to adhere to.
Therefore, a plagiarism software guides students to
make moral choices and build fundamental values
such as academic honesty, ethics, and responsibility.
They cannot turn to the internet and others’ works and
research; rather, they must do the assignments
themselves and grow as virtuous students.
With the internet being accessible to so many
students today and the increasing pressures today’s
post-secondary students face, plagiarism is becoming
a growing issue. While plagiarism can occur
unintentionally due to a lack of knowledge in proper
citing or a misconception in what is defined as
plagiarism, implementing a plagiarism detection
software can only benefit students, as it points out
their mistakes, aids in learning, and helps ensure
better choices moving forward, not to mention the
increasingly valuable benefits for the higher learning
institutions that implement the software. Society at
large, as well as future generations, can only benefit
and prosper from graduating students who are not
only well prepared, but who are also honest and
conscientious of their decisions and the impact those
choices have on others. It is nearly safe to say that a
simple plagiarism detection software across university
systems can serve as the beginning threads of a
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moral fabric that can continue to weave good
decisions throughout various lifetimes. Without these
prevention strategies in place, students will only
continue making the same mistakes, unintentional or
otherwise.[SS17]
S
S
1
MLA formatted header and heading (the latter
of which is Last Name and page number in the
upper righthand corner).
S
S
2
Title that is specific to the essay’s topic and
direction.
S
S
3
Introduction paragraph before the thesis
statement that provides background
information, clarifies the problem on a broad
scale, and outlines the overall purpose for
exploration.
S
S
4
Thesis has a claim of policy. A claim of policy
argues for or against a change to a law,
approach, idea, etc., and it often employs
terms such as “should” or “ought” to provide
framework for the paper’s direction.
S
S
5
In addition to a claim of policy, the thesis has at
least three pieces of evidence that will serve as
the essay’s primary support, and each piece of
evidence has a dedicated body paragraph.
S
S
6
Topic sentence that accomplishes two tasks:
refers back to the claim in the thesis and
introduces the piece of evidence that will be
used in effort to prove the claim.
S
S
7
Signal phrase that includes the first element of
the related entry in the list of works cited.
S
S
8
An excerpt introducing the source’s credibility.
S
S
9
Between the topic and concluding sentence,
the paragraph portrays reliable and credible
evidence backed by research, and in this
instance, the paragraph accomplishes five
objectives in effort to prove the claim in the
thesis: 1. Informs the audience a problem
exists 2. Clarifies and/or deduces the
problem’s [greater] impact, future implications,
or other relevant significance 3. Convinces the
audience a change or solution is needed 4.
Persuades the audience of a specific change
or solution 5. Proves the change or solution is
plausible or adequate in reaching the goal
S
S
10
A concession that acknowledges the
opposition’s stance (also called a
counterargument).
S
S
11
A rebuttal for the concession.
S
S
12
Transition words within a paragraph that help
to create fluidity between ideas.
S
S
13
Concluding sentence that summarizes and
synthesizes the content from the paragraph.
S
S
14
Parenthetical citation with the first element of
the related entry in the list of works cited. Page
numbers or other numerical identifiers are not
needed unless they are explicitly available in
the resource.
S
S
15
A thoughtful mix of cited summaries,
paraphrases, and quotes throughout the paper,
none of which explicitly state the evidence for
which the student intends to deduce as a
means for supporting and proving the claim in
the thesis in a unique and plausible manner.
S
S
16
Block quote format employed for a quote
longer than four lines.
S
S
17
Conclusion paragraph that summarizes and
synthesizes all of the evidentiary discussions
from the paper without reiterating ideas in a
verbatim and list-like manner.
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S
S
1
MLA formatted header and heading (the latter
of which is Last Name and page number in the
upper righthand corner).
S
S
2
Title that is specific to the essay’s topic and
direction.
S
S
3
Introduction paragraph before the thesis
statement that provides background
information, clarifies the problem on a broad
scale, and outlines the overall purpose for
exploration.
S
S
4
Thesis has a claim of policy. A claim of policy
argues for or against a change to a law,
approach, idea, etc., and it often employs
terms such as “should” or “ought” to provide
framework for the paper’s direction.
S
S
5
In addition to a claim of policy, the thesis has at
least three pieces of evidence that will serve as
the essay’s primary support, and each piece of
evidence has a dedicated body paragraph.
S
S
6
Topic sentence that accomplishes two tasks:
refers back to the claim in the thesis and
introduces the piece of evidence that will be
used in effort to prove the claim.
S
S
7
Signal phrase that includes the first element of
the related entry in the list of works cited.
S
S
8
An excerpt introducing the source’s credibility.
S
S
9
Between the topic and concluding sentence,
the paragraph portrays reliable and credible
evidence backed by research, and in this
instance, the paragraph accomplishes five
objectives in effort to prove the claim in the
thesis: 1. Informs the audience a problem
exists 2. Clarifies and/or deduces the
problem’s [greater] impact, future implications,
or other relevant significance 3. Convinces the
audience a change or solution is needed 4.
Persuades the audience of a specific change
or solution 5. Proves the change or solution is
plausible or adequate in reaching the goal
S
S
10
A concession that acknowledges the
opposition’s stance (also called a
counterargument).
S
S
11
A rebuttal for the concession.
S
S
12
Transition words within a paragraph that help
to create fluidity between ideas.
S
S
13
Concluding sentence that summarizes and
synthesizes the content from the paragraph.
S
S
14
Parenthetical citation with the first element of
the related entry in the list of works cited. Page
numbers or other numerical identifiers are not
needed unless they are explicitly available in
the resource.
S
S
15
A thoughtful mix of cited summaries,
paraphrases, and quotes throughout the paper,
none of which explicitly state the evidence for
which the student intends to deduce as a
means for supporting and proving the claim in
the thesis in a unique and plausible manner.
S
S
16
Block quote format employed for a quote
longer than four lines.
S
S
17
Conclusion paragraph that summarizes and
synthesizes all of the evidentiary discussions
from the paper without reiterating ideas in a
verbatim and list-like manner.
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S
S
1
MLA formatted header and heading (the latter
of which is Last Name and page number in the
upper righthand corner).
S
S
2
Title that is specific to the essay’s topic and
direction.
S
S
3
Introduction paragraph before the thesis
statement that provides background
information, clarifies the problem on a broad
scale, and outlines the overall purpose for
exploration.
S
S
4
Thesis has a claim of policy. A claim of policy
argues for or against a change to a law,
approach, idea, etc., and it often employs
terms such as “should” or “ought” to provide
framework for the paper’s direction.
S
S
5
In addition to a claim of policy, the thesis has at
least three pieces of evidence that will serve as
the essay’s primary support, and each piece of
evidence has a dedicated body paragraph.
S
S
6
Topic sentence that accomplishes two tasks:
refers back to the claim in the thesis and
introduces the piece of evidence that will be
used in effort to prove the claim.
S
S
7
Signal phrase that includes the first element of
the related entry in the list of works cited.
S
S
8
An excerpt introducing the source’s credibility.
S
S
9
Between the topic and concluding sentence,
the paragraph portrays reliable and credible
evidence backed by research, and in this
instance, the paragraph accomplishes five
objectives in effort to prove the claim in the
thesis: 1. Informs the audience a problem
exists 2. Clarifies and/or deduces the
problem’s [greater] impact, future implications,
or other relevant significance 3. Convinces the
audience a change or solution is needed 4.
Persuades the audience of a specific change
or solution 5. Proves the change or solution is
plausible or adequate in reaching the goal
S
S
10
A concession that acknowledges the
opposition’s stance (also called a
counterargument).
S
S
11
A rebuttal for the concession.
S
S
12
Transition words within a paragraph that help
to create fluidity between ideas.
S
S
13
Concluding sentence that summarizes and
synthesizes the content from the paragraph.
S
S
14
Parenthetical citation with the first element of
the related entry in the list of works cited. Page
numbers or other numerical identifiers are not
needed unless they are explicitly available in
the resource.
S
S
15
A thoughtful mix of cited summaries,
paraphrases, and quotes throughout the paper,
none of which explicitly state the evidence for
which the student intends to deduce as a
means for supporting and proving the claim in
the thesis in a unique and plausible manner.
S
S
16
Block quote format employed for a quote
longer than four lines.
S
S
17
Conclusion paragraph that summarizes and
synthesizes all of the evidentiary discussions
from the paper without reiterating ideas in a
verbatim and list-like manner.
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S
S
1
MLA formatted header and heading (the latter
of which is Last Name and page number in the
upper righthand corner).
S
S
2
Title that is specific to the essay’s topic and
direction.
S
S
3
Introduction paragraph before the thesis
statement that provides background
information, clarifies the problem on a broad
scale, and outlines the overall purpose for
exploration.
S
S
4
Thesis has a claim of policy. A claim of policy
argues for or against a change to a law,
approach, idea, etc., and it often employs
terms such as “should” or “ought” to provide
framework for the paper’s direction.
S
S
5
In addition to a claim of policy, the thesis has at
least three pieces of evidence that will serve as
the essay’s primary support, and each piece of
evidence has a dedicated body paragraph.
S
S
6
Topic sentence that accomplishes two tasks:
refers back to the claim in the thesis and
introduces the piece of evidence that will be
used in effort to prove the claim.
S
S
7
Signal phrase that includes the first element of
the related entry in the list of works cited.
S
S
8
An excerpt introducing the source’s credibility.
S
S
9
Between the topic and concluding sentence,
the paragraph portrays reliable and credible
evidence backed by research, and in this
instance, the paragraph accomplishes five
objectives in effort to prove the claim in the
thesis: 1. Informs the audience a problem
exists 2. Clarifies and/or deduces the
problem’s [greater] impact, future implications,
or other relevant significance 3. Convinces the
audience a change or solution is needed 4.
Persuades the audience of a specific change
or solution 5. Proves the change or solution is
plausible or adequate in reaching the goal
S
S
10
A concession that acknowledges the
opposition’s stance (also called a
counterargument).
S
S
11
A rebuttal for the concession.
S
S
12
Transition words within a paragraph that help
to create fluidity between ideas.
S
S
13
Concluding sentence that summarizes and
synthesizes the content from the paragraph.
S
S
14
Parenthetical citation with the first element of
the related entry in the list of works cited. Page
numbers or other numerical identifiers are not
needed unless they are explicitly available in
the resource.
S
S
15
A thoughtful mix of cited summaries,
paraphrases, and quotes throughout the paper,
none of which explicitly state the evidence for
which the student intends to deduce as a
means for supporting and proving the claim in
the thesis in a unique and plausible manner.
S
S
16
Block quote format employed for a quote
longer than four lines.
S
S
17
Conclusion paragraph that summarizes and
synthesizes all of the evidentiary discussions
from the paper without reiterating ideas in a
verbatim and list-like manner.
Step-By-Step Checklist:
Ready, Set, Write!
Step by Step Checklist: Crafting the
Argumentative Essay
Keep in mind that argument writing works best as part of a
process. You’ll want to plan to create an outline, build a draft,
and then put together a polished final version. Time
management is an essential part of argument writing
success–so, do be sure to plot time out for all of these steps
before the writing actually begins.
Once you are ready, begin by brainstorming topics that can
support a strong argumentative angle; not all topics will work
well for this assignment, so you will want to spend some time
narrowing your list to only those topics that will sustain a claim
for or against a policy change. Then, choose the strongest
one.
When it is time to start writing, you’ll want to create an
introduction that offers a hook–something engaging that can
grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim,
which you will place at the end of the intro paragraph that
includes a strong argument for or against a change, and at
least three specific supporting points that can scaffold that
claim.
Be sure to build strong topic sentences that are clearly angled
towards argument. Ideally, each of your topic sentences will
follow-through on one of the supporting points from the thesis.
Then, you will use the body paragraphs to prove those points.
As you work to organize your own ideas, you should also
begin to carefully collect source material. While you need to
include at least four reliable and credible sources (i.e.
scholarly sources) with this essay, your original insight and
analysis is still the most important part of this project. The
research should be a compliment to your ideas, not the
central focus. See Appendix D on procuring and citing
sources in MLA format.
Be sure to use third-person perspective throughout the entire
essay. Staying away from “I, me, we, you, us, our” language
will help you to avoid creating assumptions about the reader,
inserting biases, relying on hasty generalizations, and/or
including logical fallacies.
When it comes to your conclusion, remember to remind
readers of your thesis/central claim and all of your supporting
points in this final paragraph, but don’t repeat the thesis
verbatim. Instead, summarize all that has come before in the
essay, using different language. Be sure to avoid introducing
new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling,
usage, mechanics, style/language, grammar, and sentence
structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations
and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering,
steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce
topic. present thesis and supporting
points.
Use a Hook: Engage the audience by
grabbing their attention with a startling
fact, interesting information, or
important background on your topic.
Craft a Change-Driven Thesis: state
your thesis, which includes an explicit
argument for change and at least three
supporting points, at the very end of this
paragraph. The thesis should be the last
sentence so that it can successfully
anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to
avoid presenting too much of the
argument here. You’ll want to use the
funnel format–starting broadly with
your topic and then getting specific with
your thesis. The thesis should be the
most specific sentence in the first
paragraph.
Body Paragraph 1
Goals: support thesis, effectively
transition between ideas, stay angled
towards argument, include research &
original insight.
Create Strong Topic Sentences: start
each body paragraph with an
argumentative claim directly related to
the thesis–ideally, this claim will
follow-through on one of the supporting
points from the thesis.
Stay Angled Towards Argument:
make sure that every idea and sentence
in the paragraph works to prove your
thesis.
Weave in Research: this paragraph
should blend reliable and credible
research with original insight to prove
the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many
supporting points as you have created.
Each supporting point should be
represented by at least one body
paragraph.
Counterargument Paragraph
Goals: introduce the other side,
strengthen your thesis.
Anticipate Possible Objections:
imagine what the “other side” of your
argument is. Then, try to think of ways
to make your argument stand out.
Weave in Research: ideally, you will
have at least one reliable and credible
source to use to support the
counterargument.
Show Your Strength: Even if you
cannot entirely prove the other side
wrong, you should still work to show
that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting
points, provide readers with food for
thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind
readers of the thesis and supporting
points, but do not repeat them exactly as
you presented them in the introductory
paragraph.
Avoid New Ideas: you won’t have time
to fully develop and support an entirely
new idea (like a supporting point).
Include Food for Thought: you can
still include insights and food for
thought on your topic–just be sure they
are relevant to what you have already
presented.
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Step by Step Checklist: Crafting the
Argumentative Essay
Keep in mind that argument writing works best as part of a
process. You’ll want to plan to create an outline, build a draft,
and then put together a polished final version. Time
management is an essential part of argument writing
success–so, do be sure to plot time out for all of these steps
before the writing actually begins.
Once you are ready, begin by brainstorming topics that can
support a strong argumentative angle; not all topics will work
well for this assignment, so you will want to spend some time
narrowing your list to only those topics that will sustain a claim
for or against a policy change. Then, choose the strongest
one.
When it is time to start writing, you’ll want to create an
introduction that offers a hook–something engaging that can
grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim,
which you will place at the end of the intro paragraph that
includes a strong argument for or against a change, and at
least three specific supporting points that can scaffold that
claim.
Be sure to build strong topic sentences that are clearly angled
towards argument. Ideally, each of your topic sentences will
follow-through on one of the supporting points from the thesis.
Then, you will use the body paragraphs to prove those points.
As you work to organize your own ideas, you should also
begin to carefully collect source material. While you need to
include at least four reliable and credible sources (i.e.
scholarly sources) with this essay, your original insight and
analysis is still the most important part of this project. The
research should be a compliment to your ideas, not the
central focus. See Appendix D on procuring and citing
sources in MLA format.
Be sure to use third-person perspective throughout the entire
essay. Staying away from “I, me, we, you, us, our” language
will help you to avoid creating assumptions about the reader,
inserting biases, relying on hasty generalizations, and/or
including logical fallacies.
When it comes to your conclusion, remember to remind
readers of your thesis/central claim and all of your supporting
points in this final paragraph, but don’t repeat the thesis
verbatim. Instead, summarize all that has come before in the
essay, using different language. Be sure to avoid introducing
new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling,
usage, mechanics, style/language, grammar, and sentence
structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations
and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering,
steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce
topic. present thesis and supporting
points.
Use a Hook: Engage the audience by
grabbing their attention with a startling
fact, interesting information, or
important background on your topic.
Craft a Change-Driven Thesis: state
your thesis, which includes an explicit
argument for change and at least three
supporting points, at the very end of this
paragraph. The thesis should be the last
sentence so that it can successfully
anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to
avoid presenting too much of the
argument here. You’ll want to use the
funnel format–starting broadly with
your topic and then getting specific with
your thesis. The thesis should be the
most specific sentence in the first
paragraph.
Body Paragraph 1
Goals: support thesis, effectively
transition between ideas, stay angled
towards argument, include research &
original insight.
Create Strong Topic Sentences: start
each body paragraph with an
argumentative claim directly related to
the thesis–ideally, this claim will
follow-through on one of the supporting
points from the thesis.
Stay Angled Towards Argument:
make sure that every idea and sentence
in the paragraph works to prove your
thesis.
Weave in Research: this paragraph
should blend reliable and credible
research with original insight to prove
the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many
supporting points as you have created.
Each supporting point should be
represented by at least one body
paragraph.
Counterargument Paragraph
Goals: introduce the other side,
strengthen your thesis.
Anticipate Possible Objections:
imagine what the “other side” of your
argument is. Then, try to think of ways
to make your argument stand out.
Weave in Research: ideally, you will
have at least one reliable and credible
source to use to support the
counterargument.
Show Your Strength: Even if you
cannot entirely prove the other side
wrong, you should still work to show
that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting
points, provide readers with food for
thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind
readers of the thesis and supporting
points, but do not repeat them exactly as
you presented them in the introductory
paragraph.
Avoid New Ideas: you won’t have time
to fully develop and support an entirely
new idea (like a supporting point).
Include Food for Thought: you can
still include insights and food for
thought on your topic–just be sure they
are relevant to what you have already
presented.
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34611&displayformat=dictionary
Step by Step Checklist: Crafting the
Argumentative Essay
Keep in mind that argument writing works best as part of a
process. You’ll want to plan to create an outline, build a draft,
and then put together a polished final version. Time
management is an essential part of argument writing
success–so, do be sure to plot time out for all of these steps
before the writing actually begins.
Once you are ready, begin by brainstorming topics that can
support a strong argumentative angle; not all topics will work
well for this assignment, so you will want to spend some time
narrowing your list to only those topics that will sustain a claim
for or against a policy change. Then, choose the strongest
one.
When it is time to start writing, you’ll want to create an
introduction that offers a hook–something engaging that can
grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim,
which you will place at the end of the intro paragraph that
includes a strong argument for or against a change, and at
least three specific supporting points that can scaffold that
claim.
Be sure to build strong topic sentences that are clearly angled
towards argument. Ideally, each of your topic sentences will
follow-through on one of the supporting points from the thesis.
Then, you will use the body paragraphs to prove those points.
As you work to organize your own ideas, you should also
begin to carefully collect source material. While you need to
include at least four reliable and credible sources (i.e.
scholarly sources) with this essay, your original insight and
analysis is still the most important part of this project. The
research should be a compliment to your ideas, not the
central focus. See Appendix D on procuring and citing
sources in MLA format.
Be sure to use third-person perspective throughout the entire
essay. Staying away from “I, me, we, you, us, our” language
will help you to avoid creating assumptions about the reader,
inserting biases, relying on hasty generalizations, and/or
including logical fallacies.
When it comes to your conclusion, remember to remind
readers of your thesis/central claim and all of your supporting
points in this final paragraph, but don’t repeat the thesis
verbatim. Instead, summarize all that has come before in the
essay, using different language. Be sure to avoid introducing
new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling,
usage, mechanics, style/language, grammar, and sentence
structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations
and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering,
steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce
topic. present thesis and supporting
points.
Use a Hook: Engage the audience by
grabbing their attention with a startling
fact, interesting information, or
important background on your topic.
Craft a Change-Driven Thesis: state
your thesis, which includes an explicit
argument for change and at least three
supporting points, at the very end of this
paragraph. The thesis should be the last
sentence so that it can successfully
anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to
avoid presenting too much of the
argument here. You’ll want to use the
funnel format–starting broadly with
your topic and then getting specific with
your thesis. The thesis should be the
most specific sentence in the first
paragraph.
Body Paragraph 1
Goals: support thesis, effectively
transition between ideas, stay angled
towards argument, include research &
original insight.
Create Strong Topic Sentences: start
each body paragraph with an
argumentative claim directly related to
the thesis–ideally, this claim will
follow-through on one of the supporting
points from the thesis.
Stay Angled Towards Argument:
make sure that every idea and sentence
in the paragraph works to prove your
thesis.
Weave in Research: this paragraph
should blend reliable and credible
research with original insight to prove
the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many
supporting points as you have created.
Each supporting point should be
represented by at least one body
paragraph.
Counterargument Paragraph
Goals: introduce the other side,
strengthen your thesis.
Anticipate Possible Objections:
imagine what the “other side” of your
argument is. Then, try to think of ways
to make your argument stand out.
Weave in Research: ideally, you will
have at least one reliable and credible
source to use to support the
counterargument.
Show Your Strength: Even if you
cannot entirely prove the other side
wrong, you should still work to show
that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting
points, provide readers with food for
thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind
readers of the thesis and supporting
points, but do not repeat them exactly as
you presented them in the introductory
paragraph.
Avoid New Ideas: you won’t have time
to fully develop and support an entirely
new idea (like a supporting point).
Include Food for Thought: you can
still include insights and food for
thought on your topic–just be sure they
are relevant to what you have already
presented.
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34595&displayformat=dictionary
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34611&displayformat=dictionary
Step by Step Checklist: Crafting the
Argumentative Essay
Keep in mind that argument writing works best as part of a
process. You’ll want to plan to create an outline, build a draft,
and then put together a polished final version. Time
management is an essential part of argument writing
success–so, do be sure to plot time out for all of these steps
before the writing actually begins.
Once you are ready, begin by brainstorming topics that can
support a strong argumentative angle; not all topics will work
well for this assignment, so you will want to spend some time
narrowing your list to only those topics that will sustain a claim
for or against a policy change. Then, choose the strongest
one.
When it is time to start writing, you’ll want to create an
introduction that offers a hook–something engaging that can
grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim,
which you will place at the end of the intro paragraph that
includes a strong argument for or against a change, and at
least three specific supporting points that can scaffold that
claim.
Be sure to build strong topic sentences that are clearly angled
towards argument. Ideally, each of your topic sentences will
follow-through on one of the supporting points from the thesis.
Then, you will use the body paragraphs to prove those points.
As you work to organize your own ideas, you should also
begin to carefully collect source material. While you need to
include at least four reliable and credible sources (i.e.
scholarly sources) with this essay, your original insight and
analysis is still the most important part of this project. The
research should be a compliment to your ideas, not the
central focus. See Appendix D on procuring and citing
sources in MLA format.
Be sure to use third-person perspective throughout the entire
essay. Staying away from “I, me, we, you, us, our” language
will help you to avoid creating assumptions about the reader,
inserting biases, relying on hasty generalizations, and/or
including logical fallacies.
When it comes to your conclusion, remember to remind
readers of your thesis/central claim and all of your supporting
points in this final paragraph, but don’t repeat the thesis
verbatim. Instead, summarize all that has come before in the
essay, using different language. Be sure to avoid introducing
new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling,
usage, mechanics, style/language, grammar, and sentence
structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations
and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering,
steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce
topic. present thesis and supporting
points.
Use a Hook: Engage the audience by
grabbing their attention with a startling
fact, interesting information, or
important background on your topic.
Craft a Change-Driven Thesis: state
your thesis, which includes an explicit
argument for change and at least three
supporting points, at the very end of this
paragraph. The thesis should be the last
sentence so that it can successfully
anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to
avoid presenting too much of the
argument here. You’ll want to use the
funnel format–starting broadly with
your topic and then getting specific with
your thesis. The thesis should be the
most specific sentence in the first
paragraph.
Body Paragraph 1
Goals: support thesis, effectively
transition between ideas, stay angled
towards argument, include research &
original insight.
Create Strong Topic Sentences: start
each body paragraph with an
argumentative claim directly related to
the thesis–ideally, this claim will
follow-through on one of the supporting
points from the thesis.
Stay Angled Towards Argument:
make sure that every idea and sentence
in the paragraph works to prove your
thesis.
Weave in Research: this paragraph
should blend reliable and credible
research with original insight to prove
the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many
supporting points as you have created.
Each supporting point should be
represented by at least one body
paragraph.
Counterargument Paragraph
Goals: introduce the other side,
strengthen your thesis.
Anticipate Possible Objections:
imagine what the “other side” of your
argument is. Then, try to think of ways
to make your argument stand out.
Weave in Research: ideally, you will
have at least one reliable and credible
source to use to support the
counterargument.
Show Your Strength: Even if you
cannot entirely prove the other side
wrong, you should still work to show
that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting
points, provide readers with food for
thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind
readers of the thesis and supporting
points, but do not repeat them exactly as
you presented them in the introductory
paragraph.
Avoid New Ideas: you won’t have time
to fully develop and support an entirely
new idea (like a supporting point).
Include Food for Thought: you can
still include insights and food for
thought on your topic–just be sure they
are relevant to what you have already
presented.
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34595&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31185&displayformat=dictionary
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Step by Step Checklist: Crafting the
Argumentative Essay
Keep in mind that argument writing works best as part of a
process. You’ll want to plan to create an outline, build a draft,
and then put together a polished final version. Time
management is an essential part of argument writing
success–so, do be sure to plot time out for all of these steps
before the writing actually begins.
Once you are ready, begin by brainstorming topics that can
support a strong argumentative angle; not all topics will work
well for this assignment, so you will want to spend some time
narrowing your list to only those topics that will sustain a claim
for or against a policy change. Then, choose the strongest
one.
When it is time to start writing, you’ll want to create an
introduction that offers a hook–something engaging that can
grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim,
which you will place at the end of the intro paragraph that
includes a strong argument for or against a change, and at
least three specific supporting points that can scaffold that
claim.
Be sure to build strong topic sentences that are clearly angled
towards argument. Ideally, each of your topic sentences will
follow-through on one of the supporting points from the thesis.
Then, you will use the body paragraphs to prove those points.
As you work to organize your own ideas, you should also
begin to carefully collect source material. While you need to
include at least four reliable and credible sources (i.e.
scholarly sources) with this essay, your original insight and
analysis is still the most important part of this project. The
research should be a compliment to your ideas, not the
central focus. See Appendix D on procuring and citing
sources in MLA format.
Be sure to use third-person perspective throughout the entire
essay. Staying away from “I, me, we, you, us, our” language
will help you to avoid creating assumptions about the reader,
inserting biases, relying on hasty generalizations, and/or
including logical fallacies.
When it comes to your conclusion, remember to remind
readers of your thesis/central claim and all of your supporting
points in this final paragraph, but don’t repeat the thesis
verbatim. Instead, summarize all that has come before in the
essay, using different language. Be sure to avoid introducing
new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling,
usage, mechanics, style/language, grammar, and sentence
structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations
and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering,
steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce
topic. present thesis and supporting
points.
Use a Hook: Engage the audience by
grabbing their attention with a startling
fact, interesting information, or
important background on your topic.
Craft a Change-Driven Thesis: state
your thesis, which includes an explicit
argument for change and at least three
supporting points, at the very end of this
paragraph. The thesis should be the last
sentence so that it can successfully
anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to
avoid presenting too much of the
argument here. You’ll want to use the
funnel format–starting broadly with
your topic and then getting specific with
your thesis. The thesis should be the
most specific sentence in the first
paragraph.
Body Paragraph 1
Goals: support thesis, effectively
transition between ideas, stay angled
towards argument, include research &
original insight.
Create Strong Topic Sentences: start
each body paragraph with an
argumentative claim directly related to
the thesis–ideally, this claim will
follow-through on one of the supporting
points from the thesis.
Stay Angled Towards Argument:
make sure that every idea and sentence
in the paragraph works to prove your
thesis.
Weave in Research: this paragraph
should blend reliable and credible
research with original insight to prove
the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many
supporting points as you have created.
Each supporting point should be
represented by at least one body
paragraph.
Counterargument Paragraph
Goals: introduce the other side,
strengthen your thesis.
Anticipate Possible Objections:
imagine what the “other side” of your
argument is. Then, try to think of ways
to make your argument stand out.
Weave in Research: ideally, you will
have at least one reliable and credible
source to use to support the
counterargument.
Show Your Strength: Even if you
cannot entirely prove the other side
wrong, you should still work to show
that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting
points, provide readers with food for
thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind
readers of the thesis and supporting
points, but do not repeat them exactly as
you presented them in the introductory
paragraph.
Avoid New Ideas: you won’t have time
to fully develop and support an entirely
new idea (like a supporting point).
Include Food for Thought: you can
still include insights and food for
thought on your topic–just be sure they
are relevant to what you have already
presented.
Writing Assignment: Argumentative Essay
Turnitin Assignment
Submit an OPTIONAL
reflection at the end of your
draft.
Suggestions on what to
include in your reflection:
1. What draft are you
presently submitting?
2. What was the writing
process like for you?
3. Where did you stumble,
and where do you need
additional guidance?
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THIS IS PART OF THE ARGUMENTATIVE ASSIGNMENT
Argumentative
Will complete by: _______
1
Watch Personal Narrative Essay Video
https://youtu.be/OloIfSYBpE
8
2
Review Assignment Instructions
3
Review Assignment Rubric
4
Review the Writing Tips
5
Review the Annotated and Good/Bad Examples
6
Participate in Reader Review
7
Populate the Graphic Organizer(s)
8
Compile the Essay
Pro Tip
9
Revise the draft using
• Evaluator guidance
• Your corrections
• Writing Center feedback
Argumentative Essay
Requirements
Prompt: Develop an argumentative essay that takes a stance on a
debatable topic and use ethos, pathos, and logos to deduce plausible
evidence in support of the claim.
Requirements
• 4 credible sources
• 750 words minimum
• Underline thesis/theme
•
• Step 1: Watch the following instructional
video to learn more about drafting a
Persuasive Letter.
• https://youtu.be/kQr6frpKWdA
The
Persuasive Letter
• Step 2: Review The Persuasive Letter
Assignment Guide.
•
• Assignment Prompt
• For this assignment, you will be writing a letter compelling a friend
or family member to change either a behavior or a belief with which you disagree.
Choose your own topic, but for example, this letter could petition an enthusiastic
neighbor to scale down his blinding Christmas decorations, an immature cousin
to take a gap year between high school and college, a grandparent to vote to
pass the new school district budget, a friend to stop drinking, or a spouse to
reconcile with an estranged sibling. Because the letter will be written to an
individual of your choosing, you must tailor your language and logic to the person
to whom you are writing.
•
• Assignment-Specific Requirements:
• Length: This assignment should be at least 750 words.
• Thesis: Underline your thesis statement or the main claim of your
letter.
• Sources Needed: None required. Cite if used, following MLA
guidelines.
• Page Formatting: Use MLA guidelines. Also add an opening
salutation (e.g. Dear Sarah, or Hello, Jon.), and a closing salutation & signature
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(Best regards, Tom or Sincerely, Liza)
•
• MLA Requirements: See Formatting your Essay: MLA 8th Edition
Step 3: Review the assignment rubric.
Grading Guide: The
Persuasive Letter
ENG 101 Rubric: Persuasive Letter
Points
0-1
Points
2
Points
3
Points
4
Points
5
Introd
uctio
n &
Thesi
s/
Claim
20%
Defin
e the
proble
m/
purpo
se for
writin
g
Consi
derati
on of
audie
nce:
letter
or
other
wise
inten
ded
audie
nce.
thesis
/claim
State
ment
Limite
d
introdu
ctory
paragr
aph
that
accom
plishe
s none
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
An
undev
eloped
introdu
ctory
paragr
aph
that
accom
plishe
s few
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Moder
ately-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s
some
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Well-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s all
but
one of
the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Exem
plary
introdu
ctory
paragr
aph
that
accom
plishe
s each
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Main
Body
&
Point
s of
Supp
ort
20%
Body
Parag
raphs
Coher
ence/
Organ
izatio
n
Less
than
three
main
points,
with
poor
or no
develo
pment
of
ideas.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
Organi
zation
greatly
hinder
s the
argum
ent.
Less
than
three
main
points,
with
poor
develo
pment
of
ideas.
Main
points
may
be
similar
and or
repetiti
ous.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
The
organi
zation
of the
ideas
deters
from
the
writer’
s
point.
Three
or
more
main
points
are
discer
nible,
but all
three
lack
develo
pment.
Main
points
are
similar
and/or
repetiti
ous.
Transit
ional
phrase
s are
used,
but
requir
e
further
attenti
on.
The
essay
is
lackin
g a
though
tful
organi
zation
of the
main
points.
Three
or
more
main
points
are
presen
t but
may
lack
detail
and
develo
pment
in one
or two.
Transit
ional
phrase
s are
used
some
what
effecti
vely.
A
though
tful
organi
zation
of the
main
points
is
eviden
t.
Three
or
more
main
points
are
well-
develo
ped
with
suppor
ting
details
.
Transit
ional
phrase
s are
used
effecti
vely.
The
organi
zation
of the
main
points
enhan
ces
the
essay.
Concl
usion
/
Closi
ng
20%
Sum
mary
of
main
points
of
argu
ment/
essay
Resta
temen
t of
thesis
/
claim.
Concl
usion
is
either
severe
ly
limited
or
missin
g. The
point
of the
essay
is not
clearly
noted
in the
conclu
sion.
The
conclu
sion
drama
tically
under
mines
the
argum
ent.
Concl
usion
is
appar
ent but
does
not
adequ
ately
summ
arize
the
main
points.
The
argum
ent is
weake
ned
throug
h the
inadeq
uacy
of the
conclu
sion.
An
ineffec
tive
conclu
sion
that
summ
arizes
main
topics,
but is
repetiti
ve–
lackin
g
depth
and
possib
ly
deterri
ng
from
the
overall
argum
ent.
An
effecti
ve
conclu
sion
that
revisit
s the
main
topics.
Some
conclu
ding
ideas
may
lack
strengt
h or
develo
pment.
Concl
usion
may
not
enhan
ce the
argum
ent.
An
exemp
lary
conclu
sion
that
revisit
s the
thesis/
claim
and
major
suppor
ting
points
withou
t
repeati
ng
previo
us
senten
ces.
The
conclu
sion
clearly
enhan
ces
the
writer’
s
persua
sive
efforts
by
provok
ing the
reader
to
think
or feel
after
they
have
finishe
d
readin
g.
Lang
uage
&
Style
13.4
%
Sente
nce
Struct
ure
(Gram
mar)
Word
Choic
e/
Voca
bulary
(redu
ndanc
y,
repetit
ion,
awkw
ardne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
the
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
Punct
uatio
n &
Capit
alizati
on
13.3
%
Com
ma
errors
,
comm
a
splice
s,
apostr
ophe
errors
,
capita
lizatio
n
errors
,
semic
olon
errors
,
colon
errors
,
typos/
missp
elling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
argum
ent,
but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
argum
ent.
Atten
tion
to
Direc
tions/
Form
at of
Essa
y
using
MLA
13.3
%
Headi
ng
Origin
al
Title
1”
Margi
ns
Doubl
e-
Spac
ed
Thesi
s/
claim
or
main
point
is
underl
ined.
Mini
mum
word
count
:
750
word
s
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
.
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ENG 101 Rubric: Persuasive Letter
Points
0-1
Points
2
Points
3
Points
4
Points
5
Introd
uctio
n &
Thesi
s/
Claim
20%
Defin
e the
proble
m/
purpo
se for
writin
g
Consi
derati
on of
audie
nce:
letter
or
other
wise
inten
ded
audie
nce.
thesis
/claim
State
ment
Limite
d
introdu
ctory
paragr
aph
that
accom
plishe
s none
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
An
undev
eloped
introdu
ctory
paragr
aph
that
accom
plishe
s few
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Moder
ately-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s
some
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Well-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s all
but
one of
the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Exem
plary
introdu
ctory
paragr
aph
that
accom
plishe
s each
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Main
Body
&
Point
s of
Supp
ort
20%
Body
Parag
raphs
Coher
ence/
Organ
izatio
n
Less
than
three
main
points,
with
poor
or no
develo
pment
of
ideas.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
Organi
zation
greatly
hinder
s the
argum
ent.
Less
than
three
main
points,
with
poor
develo
pment
of
ideas.
Main
points
may
be
similar
and or
repetiti
ous.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
The
organi
zation
of the
ideas
deters
from
the
writer’
s
point.
Three
or
more
main
points
are
discer
nible,
but all
three
lack
develo
pment.
Main
points
are
similar
and/or
repetiti
ous.
Transit
ional
phrase
s are
used,
but
requir
e
further
attenti
on.
The
essay
is
lackin
g a
though
tful
organi
zation
of the
main
points.
Three
or
more
main
points
are
presen
t but
may
lack
detail
and
develo
pment
in one
or two.
Transit
ional
phrase
s are
used
some
what
effecti
vely.
A
though
tful
organi
zation
of the
main
points
is
eviden
t.
Three
or
more
main
points
are
well-
develo
ped
with
suppor
ting
details
.
Transit
ional
phrase
s are
used
effecti
vely.
The
organi
zation
of the
main
points
enhan
ces
the
essay.
Concl
usion
/
Closi
ng
20%
Sum
mary
of
main
points
of
argu
ment/
essay
Resta
temen
t of
thesis
/
claim.
Concl
usion
is
either
severe
ly
limited
or
missin
g. The
point
of the
essay
is not
clearly
noted
in the
conclu
sion.
The
conclu
sion
drama
tically
under
mines
the
argum
ent.
Concl
usion
is
appar
ent but
does
not
adequ
ately
summ
arize
the
main
points.
The
argum
ent is
weake
ned
throug
h the
inadeq
uacy
of the
conclu
sion.
An
ineffec
tive
conclu
sion
that
summ
arizes
main
topics,
but is
repetiti
ve–
lackin
g
depth
and
possib
ly
deterri
ng
from
the
overall
argum
ent.
An
effecti
ve
conclu
sion
that
revisit
s the
main
topics.
Some
conclu
ding
ideas
may
lack
strengt
h or
develo
pment.
Concl
usion
may
not
enhan
ce the
argum
ent.
An
exemp
lary
conclu
sion
that
revisit
s the
thesis/
claim
and
major
suppor
ting
points
withou
t
repeati
ng
previo
us
senten
ces.
The
conclu
sion
clearly
enhan
ces
the
writer’
s
persua
sive
efforts
by
provok
ing the
reader
to
think
or feel
after
they
have
finishe
d
readin
g.
Lang
uage
&
Style
13.4
%
Sente
nce
Struct
ure
(Gram
mar)
Word
Choic
e/
Voca
bulary
(redu
ndanc
y,
repetit
ion,
awkw
ardne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
the
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
Punct
uatio
n &
Capit
alizati
on
13.3
%
Com
ma
errors
,
comm
a
splice
s,
apostr
ophe
errors
,
capita
lizatio
n
errors
,
semic
olon
errors
,
colon
errors
,
typos/
missp
elling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
argum
ent,
but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
argum
ent.
Atten
tion
to
Direc
tions/
Form
at of
Essa
y
using
MLA
13.3
%
Headi
ng
Origin
al
Title
1”
Margi
ns
Doubl
e-
Spac
ed
Thesi
s/
claim
or
main
point
is
underl
ined.
Mini
mum
word
count
:
750
word
s
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
.
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ENG 101 Rubric: Persuasive Letter
Points
0-1
Points
2
Points
3
Points
4
Points
5
Introd
uctio
n &
Thesi
s/
Claim
20%
Defin
e the
proble
m/
purpo
se for
writin
g
Consi
derati
on of
audie
nce:
letter
or
other
wise
inten
ded
audie
nce.
thesis
/claim
State
ment
Limite
d
introdu
ctory
paragr
aph
that
accom
plishe
s none
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
An
undev
eloped
introdu
ctory
paragr
aph
that
accom
plishe
s few
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Moder
ately-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s
some
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Well-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s all
but
one of
the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Exem
plary
introdu
ctory
paragr
aph
that
accom
plishe
s each
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Main
Body
&
Point
s of
Supp
ort
20%
Body
Parag
raphs
Coher
ence/
Organ
izatio
n
Less
than
three
main
points,
with
poor
or no
develo
pment
of
ideas.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
Organi
zation
greatly
hinder
s the
argum
ent.
Less
than
three
main
points,
with
poor
develo
pment
of
ideas.
Main
points
may
be
similar
and or
repetiti
ous.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
The
organi
zation
of the
ideas
deters
from
the
writer’
s
point.
Three
or
more
main
points
are
discer
nible,
but all
three
lack
develo
pment.
Main
points
are
similar
and/or
repetiti
ous.
Transit
ional
phrase
s are
used,
but
requir
e
further
attenti
on.
The
essay
is
lackin
g a
though
tful
organi
zation
of the
main
points.
Three
or
more
main
points
are
presen
t but
may
lack
detail
and
develo
pment
in one
or two.
Transit
ional
phrase
s are
used
some
what
effecti
vely.
A
though
tful
organi
zation
of the
main
points
is
eviden
t.
Three
or
more
main
points
are
well-
develo
ped
with
suppor
ting
details
.
Transit
ional
phrase
s are
used
effecti
vely.
The
organi
zation
of the
main
points
enhan
ces
the
essay.
Concl
usion
/
Closi
ng
20%
Sum
mary
of
main
points
of
argu
ment/
essay
Resta
temen
t of
thesis
/
claim.
Concl
usion
is
either
severe
ly
limited
or
missin
g. The
point
of the
essay
is not
clearly
noted
in the
conclu
sion.
The
conclu
sion
drama
tically
under
mines
the
argum
ent.
Concl
usion
is
appar
ent but
does
not
adequ
ately
summ
arize
the
main
points.
The
argum
ent is
weake
ned
throug
h the
inadeq
uacy
of the
conclu
sion.
An
ineffec
tive
conclu
sion
that
summ
arizes
main
topics,
but is
repetiti
ve–
lackin
g
depth
and
possib
ly
deterri
ng
from
the
overall
argum
ent.
An
effecti
ve
conclu
sion
that
revisit
s the
main
topics.
Some
conclu
ding
ideas
may
lack
strengt
h or
develo
pment.
Concl
usion
may
not
enhan
ce the
argum
ent.
An
exemp
lary
conclu
sion
that
revisit
s the
thesis/
claim
and
major
suppor
ting
points
withou
t
repeati
ng
previo
us
senten
ces.
The
conclu
sion
clearly
enhan
ces
the
writer’
s
persua
sive
efforts
by
provok
ing the
reader
to
think
or feel
after
they
have
finishe
d
readin
g.
Lang
uage
&
Style
13.4
%
Sente
nce
Struct
ure
(Gram
mar)
Word
Choic
e/
Voca
bulary
(redu
ndanc
y,
repetit
ion,
awkw
ardne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
the
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
Punct
uatio
n &
Capit
alizati
on
13.3
%
Com
ma
errors
,
comm
a
splice
s,
apostr
ophe
errors
,
capita
lizatio
n
errors
,
semic
olon
errors
,
colon
errors
,
typos/
missp
elling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
argum
ent,
but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
argum
ent.
Atten
tion
to
Direc
tions/
Form
at of
Essa
y
using
MLA
13.3
%
Headi
ng
Origin
al
Title
1”
Margi
ns
Doubl
e-
Spac
ed
Thesi
s/
claim
or
main
point
is
underl
ined.
Mini
mum
word
count
:
750
word
s
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
.
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ENG 101 Rubric: Persuasive Letter
Points
0-1
Points
2
Points
3
Points
4
Points
5
Introd
uctio
n &
Thesi
s/
Claim
20%
Defin
e the
proble
m/
purpo
se for
writin
g
Consi
derati
on of
audie
nce:
letter
or
other
wise
inten
ded
audie
nce.
thesis
/claim
State
ment
Limite
d
introdu
ctory
paragr
aph
that
accom
plishe
s none
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
An
undev
eloped
introdu
ctory
paragr
aph
that
accom
plishe
s few
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Moder
ately-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s
some
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Well-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s all
but
one of
the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Exem
plary
introdu
ctory
paragr
aph
that
accom
plishe
s each
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Main
Body
&
Point
s of
Supp
ort
20%
Body
Parag
raphs
Coher
ence/
Organ
izatio
n
Less
than
three
main
points,
with
poor
or no
develo
pment
of
ideas.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
Organi
zation
greatly
hinder
s the
argum
ent.
Less
than
three
main
points,
with
poor
develo
pment
of
ideas.
Main
points
may
be
similar
and or
repetiti
ous.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
The
organi
zation
of the
ideas
deters
from
the
writer’
s
point.
Three
or
more
main
points
are
discer
nible,
but all
three
lack
develo
pment.
Main
points
are
similar
and/or
repetiti
ous.
Transit
ional
phrase
s are
used,
but
requir
e
further
attenti
on.
The
essay
is
lackin
g a
though
tful
organi
zation
of the
main
points.
Three
or
more
main
points
are
presen
t but
may
lack
detail
and
develo
pment
in one
or two.
Transit
ional
phrase
s are
used
some
what
effecti
vely.
A
though
tful
organi
zation
of the
main
points
is
eviden
t.
Three
or
more
main
points
are
well-
develo
ped
with
suppor
ting
details
.
Transit
ional
phrase
s are
used
effecti
vely.
The
organi
zation
of the
main
points
enhan
ces
the
essay.
Concl
usion
/
Closi
ng
20%
Sum
mary
of
main
points
of
argu
ment/
essay
Resta
temen
t of
thesis
/
claim.
Concl
usion
is
either
severe
ly
limited
or
missin
g. The
point
of the
essay
is not
clearly
noted
in the
conclu
sion.
The
conclu
sion
drama
tically
under
mines
the
argum
ent.
Concl
usion
is
appar
ent but
does
not
adequ
ately
summ
arize
the
main
points.
The
argum
ent is
weake
ned
throug
h the
inadeq
uacy
of the
conclu
sion.
An
ineffec
tive
conclu
sion
that
summ
arizes
main
topics,
but is
repetiti
ve–
lackin
g
depth
and
possib
ly
deterri
ng
from
the
overall
argum
ent.
An
effecti
ve
conclu
sion
that
revisit
s the
main
topics.
Some
conclu
ding
ideas
may
lack
strengt
h or
develo
pment.
Concl
usion
may
not
enhan
ce the
argum
ent.
An
exemp
lary
conclu
sion
that
revisit
s the
thesis/
claim
and
major
suppor
ting
points
withou
t
repeati
ng
previo
us
senten
ces.
The
conclu
sion
clearly
enhan
ces
the
writer’
s
persua
sive
efforts
by
provok
ing the
reader
to
think
or feel
after
they
have
finishe
d
readin
g.
Lang
uage
&
Style
13.4
%
Sente
nce
Struct
ure
(Gram
mar)
Word
Choic
e/
Voca
bulary
(redu
ndanc
y,
repetit
ion,
awkw
ardne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
the
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
Punct
uatio
n &
Capit
alizati
on
13.3
%
Com
ma
errors
,
comm
a
splice
s,
apostr
ophe
errors
,
capita
lizatio
n
errors
,
semic
olon
errors
,
colon
errors
,
typos/
missp
elling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
argum
ent,
but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
argum
ent.
Atten
tion
to
Direc
tions/
Form
at of
Essa
y
using
MLA
13.3
%
Headi
ng
Origin
al
Title
1”
Margi
ns
Doubl
e-
Spac
ed
Thesi
s/
claim
or
main
point
is
underl
ined.
Mini
mum
word
count
:
750
word
s
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
.
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ENG 101 Rubric: Persuasive Letter
Points
0-1
Points
2
Points
3
Points
4
Points
5
Introd
uctio
n &
Thesi
s/
Claim
20%
Defin
e the
proble
m/
purpo
se for
writin
g
Consi
derati
on of
audie
nce:
letter
or
other
wise
inten
ded
audie
nce.
thesis
/claim
State
ment
Limite
d
introdu
ctory
paragr
aph
that
accom
plishe
s none
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
An
undev
eloped
introdu
ctory
paragr
aph
that
accom
plishe
s few
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Moder
ately-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s
some
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Well-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s all
but
one of
the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Exem
plary
introdu
ctory
paragr
aph
that
accom
plishe
s each
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Main
Body
&
Point
s of
Supp
ort
20%
Body
Parag
raphs
Coher
ence/
Organ
izatio
n
Less
than
three
main
points,
with
poor
or no
develo
pment
of
ideas.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
Organi
zation
greatly
hinder
s the
argum
ent.
Less
than
three
main
points,
with
poor
develo
pment
of
ideas.
Main
points
may
be
similar
and or
repetiti
ous.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
The
organi
zation
of the
ideas
deters
from
the
writer’
s
point.
Three
or
more
main
points
are
discer
nible,
but all
three
lack
develo
pment.
Main
points
are
similar
and/or
repetiti
ous.
Transit
ional
phrase
s are
used,
but
requir
e
further
attenti
on.
The
essay
is
lackin
g a
though
tful
organi
zation
of the
main
points.
Three
or
more
main
points
are
presen
t but
may
lack
detail
and
develo
pment
in one
or two.
Transit
ional
phrase
s are
used
some
what
effecti
vely.
A
though
tful
organi
zation
of the
main
points
is
eviden
t.
Three
or
more
main
points
are
well-
develo
ped
with
suppor
ting
details
.
Transit
ional
phrase
s are
used
effecti
vely.
The
organi
zation
of the
main
points
enhan
ces
the
essay.
Concl
usion
/
Closi
ng
20%
Sum
mary
of
main
points
of
argu
ment/
essay
Resta
temen
t of
thesis
/
claim.
Concl
usion
is
either
severe
ly
limited
or
missin
g. The
point
of the
essay
is not
clearly
noted
in the
conclu
sion.
The
conclu
sion
drama
tically
under
mines
the
argum
ent.
Concl
usion
is
appar
ent but
does
not
adequ
ately
summ
arize
the
main
points.
The
argum
ent is
weake
ned
throug
h the
inadeq
uacy
of the
conclu
sion.
An
ineffec
tive
conclu
sion
that
summ
arizes
main
topics,
but is
repetiti
ve–
lackin
g
depth
and
possib
ly
deterri
ng
from
the
overall
argum
ent.
An
effecti
ve
conclu
sion
that
revisit
s the
main
topics.
Some
conclu
ding
ideas
may
lack
strengt
h or
develo
pment.
Concl
usion
may
not
enhan
ce the
argum
ent.
An
exemp
lary
conclu
sion
that
revisit
s the
thesis/
claim
and
major
suppor
ting
points
withou
t
repeati
ng
previo
us
senten
ces.
The
conclu
sion
clearly
enhan
ces
the
writer’
s
persua
sive
efforts
by
provok
ing the
reader
to
think
or feel
after
they
have
finishe
d
readin
g.
Lang
uage
&
Style
13.4
%
Sente
nce
Struct
ure
(Gram
mar)
Word
Choic
e/
Voca
bulary
(redu
ndanc
y,
repetit
ion,
awkw
ardne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
the
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
Punct
uatio
n &
Capit
alizati
on
13.3
%
Com
ma
errors
,
comm
a
splice
s,
apostr
ophe
errors
,
capita
lizatio
n
errors
,
semic
olon
errors
,
colon
errors
,
typos/
missp
elling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
argum
ent,
but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
argum
ent.
Atten
tion
to
Direc
tions/
Form
at of
Essa
y
using
MLA
13.3
%
Headi
ng
Origin
al
Title
1”
Margi
ns
Doubl
e-
Spac
ed
Thesi
s/
claim
or
main
point
is
underl
ined.
Mini
mum
word
count
:
750
word
s
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
.
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
ENG 101 Rubric: Persuasive Letter
Points
0-1
Points
2
Points
3
Points
4
Points
5
Introd
uctio
n &
Thesi
s/
Claim
20%
Defin
e the
proble
m/
purpo
se for
writin
g
Consi
derati
on of
audie
nce:
letter
or
other
wise
inten
ded
audie
nce.
thesis
/claim
State
ment
Limite
d
introdu
ctory
paragr
aph
that
accom
plishe
s none
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
An
undev
eloped
introdu
ctory
paragr
aph
that
accom
plishe
s few
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Moder
ately-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s
some
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Well-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s all
but
one of
the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Exem
plary
introdu
ctory
paragr
aph
that
accom
plishe
s each
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Main
Body
&
Point
s of
Supp
ort
20%
Body
Parag
raphs
Coher
ence/
Organ
izatio
n
Less
than
three
main
points,
with
poor
or no
develo
pment
of
ideas.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
Organi
zation
greatly
hinder
s the
argum
ent.
Less
than
three
main
points,
with
poor
develo
pment
of
ideas.
Main
points
may
be
similar
and or
repetiti
ous.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
The
organi
zation
of the
ideas
deters
from
the
writer’
s
point.
Three
or
more
main
points
are
discer
nible,
but all
three
lack
develo
pment.
Main
points
are
similar
and/or
repetiti
ous.
Transit
ional
phrase
s are
used,
but
requir
e
further
attenti
on.
The
essay
is
lackin
g a
though
tful
organi
zation
of the
main
points.
Three
or
more
main
points
are
presen
t but
may
lack
detail
and
develo
pment
in one
or two.
Transit
ional
phrase
s are
used
some
what
effecti
vely.
A
though
tful
organi
zation
of the
main
points
is
eviden
t.
Three
or
more
main
points
are
well-
develo
ped
with
suppor
ting
details
.
Transit
ional
phrase
s are
used
effecti
vely.
The
organi
zation
of the
main
points
enhan
ces
the
essay.
Concl
usion
/
Closi
ng
20%
Sum
mary
of
main
points
of
argu
ment/
essay
Resta
temen
t of
thesis
/
claim.
Concl
usion
is
either
severe
ly
limited
or
missin
g. The
point
of the
essay
is not
clearly
noted
in the
conclu
sion.
The
conclu
sion
drama
tically
under
mines
the
argum
ent.
Concl
usion
is
appar
ent but
does
not
adequ
ately
summ
arize
the
main
points.
The
argum
ent is
weake
ned
throug
h the
inadeq
uacy
of the
conclu
sion.
An
ineffec
tive
conclu
sion
that
summ
arizes
main
topics,
but is
repetiti
ve–
lackin
g
depth
and
possib
ly
deterri
ng
from
the
overall
argum
ent.
An
effecti
ve
conclu
sion
that
revisit
s the
main
topics.
Some
conclu
ding
ideas
may
lack
strengt
h or
develo
pment.
Concl
usion
may
not
enhan
ce the
argum
ent.
An
exemp
lary
conclu
sion
that
revisit
s the
thesis/
claim
and
major
suppor
ting
points
withou
t
repeati
ng
previo
us
senten
ces.
The
conclu
sion
clearly
enhan
ces
the
writer’
s
persua
sive
efforts
by
provok
ing the
reader
to
think
or feel
after
they
have
finishe
d
readin
g.
Lang
uage
&
Style
13.4
%
Sente
nce
Struct
ure
(Gram
mar)
Word
Choic
e/
Voca
bulary
(redu
ndanc
y,
repetit
ion,
awkw
ardne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
the
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
Punct
uatio
n &
Capit
alizati
on
13.3
%
Com
ma
errors
,
comm
a
splice
s,
apostr
ophe
errors
,
capita
lizatio
n
errors
,
semic
olon
errors
,
colon
errors
,
typos/
missp
elling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
argum
ent,
but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
argum
ent.
Atten
tion
to
Direc
tions/
Form
at of
Essa
y
using
MLA
13.3
%
Headi
ng
Origin
al
Title
1”
Margi
ns
Doubl
e-
Spac
ed
Thesi
s/
claim
or
main
point
is
underl
ined.
Mini
mum
word
count
:
750
word
s
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
.
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ENG 101 Rubric: Persuasive Letter
Points
0-1
Points
2
Points
3
Points
4
Points
5
Introd
uctio
n &
Thesi
s/
Claim
20%
Defin
e the
proble
m/
purpo
se for
writin
g
Consi
derati
on of
audie
nce:
letter
or
other
wise
inten
ded
audie
nce.
thesis
/claim
State
ment
Limite
d
introdu
ctory
paragr
aph
that
accom
plishe
s none
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
An
undev
eloped
introdu
ctory
paragr
aph
that
accom
plishe
s few
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Moder
ately-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s
some
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Well-
develo
ped
introdu
ctory
paragr
aph
that
accom
plishe
s all
but
one of
the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Exem
plary
introdu
ctory
paragr
aph
that
accom
plishe
s each
of the
followi
ng:
effecti
vely
hooks
the
reader
,
clearly
define
s a
proble
matic
behavi
or or
belief,
offers
neces
sary
backgr
ound
and
contex
tual
inform
ation,
shows
excell
ent
aware
ness
of the
audien
ce,
and
deliver
s a
strong
thesis/
claim
statem
ent.
Main
Body
&
Point
s of
Supp
ort
20%
Body
Parag
raphs
Coher
ence/
Organ
izatio
n
Less
than
three
main
points,
with
poor
or no
develo
pment
of
ideas.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
Organi
zation
greatly
hinder
s the
argum
ent.
Less
than
three
main
points,
with
poor
develo
pment
of
ideas.
Main
points
may
be
similar
and or
repetiti
ous.
Transit
ional
phrase
s are
not
used
or
used
ineffec
tively.
The
organi
zation
of the
ideas
deters
from
the
writer’
s
point.
Three
or
more
main
points
are
discer
nible,
but all
three
lack
develo
pment.
Main
points
are
similar
and/or
repetiti
ous.
Transit
ional
phrase
s are
used,
but
requir
e
further
attenti
on.
The
essay
is
lackin
g a
though
tful
organi
zation
of the
main
points.
Three
or
more
main
points
are
presen
t but
may
lack
detail
and
develo
pment
in one
or two.
Transit
ional
phrase
s are
used
some
what
effecti
vely.
A
though
tful
organi
zation
of the
main
points
is
eviden
t.
Three
or
more
main
points
are
well-
develo
ped
with
suppor
ting
details
.
Transit
ional
phrase
s are
used
effecti
vely.
The
organi
zation
of the
main
points
enhan
ces
the
essay.
Concl
usion
/
Closi
ng
20%
Sum
mary
of
main
points
of
argu
ment/
essay
Resta
temen
t of
thesis
/
claim.
Concl
usion
is
either
severe
ly
limited
or
missin
g. The
point
of the
essay
is not
clearly
noted
in the
conclu
sion.
The
conclu
sion
drama
tically
under
mines
the
argum
ent.
Concl
usion
is
appar
ent but
does
not
adequ
ately
summ
arize
the
main
points.
The
argum
ent is
weake
ned
throug
h the
inadeq
uacy
of the
conclu
sion.
An
ineffec
tive
conclu
sion
that
summ
arizes
main
topics,
but is
repetiti
ve–
lackin
g
depth
and
possib
ly
deterri
ng
from
the
overall
argum
ent.
An
effecti
ve
conclu
sion
that
revisit
s the
main
topics.
Some
conclu
ding
ideas
may
lack
strengt
h or
develo
pment.
Concl
usion
may
not
enhan
ce the
argum
ent.
An
exemp
lary
conclu
sion
that
revisit
s the
thesis/
claim
and
major
suppor
ting
points
withou
t
repeati
ng
previo
us
senten
ces.
The
conclu
sion
clearly
enhan
ces
the
writer’
s
persua
sive
efforts
by
provok
ing the
reader
to
think
or feel
after
they
have
finishe
d
readin
g.
Lang
uage
&
Style
13.4
%
Sente
nce
Struct
ure
(Gram
mar)
Word
Choic
e/
Voca
bulary
(redu
ndanc
y,
repetit
ion,
awkw
ardne
ss)
The
writer
has
given
very
little or
no
appar
ent
consid
eration
to
langua
ge and
style.
Word
choice
is
sloppy
and/or
incorre
ct.
The
writer’
s use
of
langua
ge and
style
dimini
shes
the
nature
and
strengt
h of
the
essay.
Writer’
s
langua
ge/
style
choice
s
make
the
essay
less
cohesi
ve
and/or
difficul
t to
unders
tand.
The
writer’
s use
of
langua
ge and
style,
at
times,
deters
from
the
overall
argum
ent.
The
writer’
s word
choice
and
style
someti
mes
detract
s from
the
overall
messa
ge.
The
writer’
s use
of
langua
ge and
style
helps
conve
y the
author’
s
point(s
). The
writer
almost
always
uses
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
The
writer’
s use
of
langua
ge and
style
accent
uates
the
nature
of the
essay.
Writer
wields
langua
ge and
style
as a
tool to
enhan
ce the
argum
ent.
Punct
uatio
n &
Capit
alizati
on
13.3
%
Com
ma
errors
,
comm
a
splice
s,
apostr
ophe
errors
,
capita
lizatio
n
errors
,
semic
olon
errors
,
colon
errors
,
typos/
missp
elling
s
Contai
ns
more
than 6
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
The
errors
help to
signific
antly
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
many
(more
than
4)
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
are
repeat
ed
throug
hout.
The
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns
more
than 3
differe
nt
punctu
ation/
capital
ization
errors.
The
identic
al or
similar
errors
may
be
repeat
ed
throug
hout.
At
times,
the
errors
deter
from
the
writer’
s
overall
argum
ent.
Contai
ns 1-2
types
of
punctu
ation/
capital
ization
errors,
which
may
be
repeat
ed
throug
hout
the
essay.
The
errors
do not
deter
from
the
writer’
s
overall
argum
ent,
but
they
serve
as a
distrac
tion.
Contai
ns
either
no
punctu
ation/
capital
ization
errors,
or no
more
than 2
differe
nt
errors
with
no
repetiti
on,
and/or
the
errors
do not
deter
from
the
writer’
s
argum
ent.
Atten
tion
to
Direc
tions/
Form
at of
Essa
y
using
MLA
13.3
%
Headi
ng
Origin
al
Title
1”
Margi
ns
Doubl
e-
Spac
ed
Thesi
s/
claim
or
main
point
is
underl
ined.
Mini
mum
word
count
:
750
word
s
Doesn
’t meet
format
ting
and/or
word
count
requir
ement
s, and
as a
result,
the
writing
is
difficul
t to
read
or
unrea
dable.
Meets
very
few
format
ting
requir
ement
s, and
those
missin
g
deter
from
the
reada
bility
of the
writing
.
Meets
some
format
ting
requir
ement
s: the
lack of
appro
priate
format
ting
may
lead to
a lack
of
reada
bility
or to a
distrac
tion
while
readin
g.
Meets
most
format
ting
requir
ement
s; the
format
ting
does
not
discou
rage
reada
bility.
Meets
all of
the
sugge
sted
essay
format
ting
requir
ement
s;
format
ting
enhan
ces
the
reada
bility
of the
writing
.
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• Step 4: Review some tips on writing the
Persuasive Letter.
• Writing Tips: The Persuasive Letter Page
Writing Tips: The
Persuasive Letter
• Imagine your reader vividly. In most genres, the audience
is indistinct, which accounts for many of the difficulties
writers experience during the composition process–not so
here. Your knowledge of your reader is a gift. Use it to help
you navigate the choices you encounter, including what
points to make and what language to use as you compose
and refine this letter.
• Persuasive writing does not require the extensive research
of academic argument; however, in order to best establish
and develop their ideas, persuasive writers must know their
topic (and the point-of-view they support) well. Research is
one of many variables in the persuasive form that is
influenced by a writer’s chosen audience and topic. A letter
to a reader with subject-matter expertise of the chosen
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subject requires its writer to undertake a different research
process than the letter to a reader with general knowledge.
Thus, be prepared to do such research as is needed to
appear informed and credible on the page. If a source is
formally used, you must cite from where and from whom it
came.
• Be sure your introduction anticipates any resistances or
acknowledges any difficulties, that your reader might
experience upon encountering your thesis before you
deliver it. Few of us delight in learning that someone
believes that we are mistaken, or misguided, or flat-out
wrong. How will your reader respond to this news?
Maturely? Angrily? Defensively? What emotional or logical
appeals can your introduction deliver to make your reader
receptive to reading criticism? Similarly, keep these
considerations in mind as you compose the rest of your
piece. Remember, persuading your reader is your aim;
you’re not out to make them feel bad.
• Write a thesis/claim that forecasts your persuasive
position’s major supporting points.
• Ensure that your body paragraphs have a single governing
idea–ideally, a point that supports the thesis. As a general
matter of practice, deliver that point in the body paragraph’s
first sentence: a topic sentence. Do write body paragraphs
that develop their main point thoroughly. Avoid writing
paragraphs that deliver multiple, varied points. Writing
more about less is better than writing less about more–a
rule to write by.
• Use the first-person pronoun, “I,” but be wary of its
overuse. Likewise, for reasons of economy and
redundancy, avoid “in my opinion” and “I believe.” Your
name is visible to the reader on the first page; assume they
need no reminding of the source of all these words. Set
your default mode to third-person, but use “I” when it
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makes an obvious case for itself.
• In your conclusion, do revisit your letter’s main points, but
don’t write a conclusion that merely summarizes your
position. A good strategy for your conclusion is to include
(a) a statement of what unifies you and your reader and (b)
a direct call to action. While your letter may address a point
that divides you, the germ of this writing is a shared
concern–the issue or the community that the issue impacts.
You and your reader have a shared stake; find what it is
and articulate it. Finally, name the specific action that you
want from your reader. What steps can they take to make
the change you want? Be as specific as possible.
• Step 5: Review Persuasive Letter Examples
•
• Color-Coded Persuasive Letter Page
• Color-Coded
Persuasive Letter
•
Last Name 1
•
First Name Last Name
•
English Composition 1
• Persuasive Letter
• 24 March 2021
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• It’s Time to Be More Modern
• Dear Mom,
• With my birthday approaching, I thought now
would be a good time to talk about something that has
been nagging at me since last Christmas. I know you
enjoy the time you spend going shopping in stores.
You can personally examine each and every thing
that you come across and you have an excuse to get
out of the house. That is great that you can find joy in
a mundane task like exploring the local strip mall.
However, I think now is the perfect time to step into
the future and start shopping online.(2) I understand
that you worry about the safety of online shopping
and about figuring out your computer,(3) but I think if
you knew what awaited you on the internet retailers,
you would change your mind.(2) Walking around for
hours shopping may be a treat for you, but I think that
the benefits from saving gas money, having endless
options at your fingertips, and being able to track
deals instantly would certainly peak your interest and,
hopefully,(5) push you into the modern world.(4)
• Gas prices rising coupled with the fact that
you live 45 minutes from the nearest clothing store is
one of the reasons online shopping would be such a
great option for you.(6) Let’s look at the numbers for
this. Your SUV gets 15 miles to the gallon. On
average, the price per gallon in our area is about
$3.00. So it costs you $3.00 to go 15 miles in your
car. Now when you factor in that your favorite store is
a little over 30 miles away, you’re spending $6.00 just
to get to your favorite store! That’s if you only go to
that store. I won’t even get started on the fact that you
go to multiple stores on the same trip. Then it is
another $6.00 to drive all the way back home. That is
a whole $12.00 that you are spending at least driving
to and from your favorite retailers. Think about how
many blouses you could buy with the gas money you
would be saving in a week!(9) As a person who is
always trying to save money, I think letting you know
how much you are actually spending while going to
the store(7) would help you be more open to the
wonders of online shopping.(10)
• Next, I don’t think you realize exactly how
endless the possibilities are when you are online
shopping.(6) Even businesses in our small town have
websites and they can deliver their products right to
your doorstep! If one of the websites doesn’t have
what you are looking for, there is another one that
does. You don’t even have to leave your couch to
search for a replacement for a sold out item. Then in
as little as one day you can have anything you want in
your hands.(9) Purchasing things like food for your
dogs, special socks for Dad, or even a goldfish for
your grandchildren has never been easier.(8) It is
literally as easy as clicking one button. In the modern
world, anything is possible, even shopping without
walking out your door.(10)
• When I learned how much you love saving
money, I just knew online shopping was for you. I told
you earlier about how much money you could be
saving just by not driving to the store, but I think you
need to be introduced to the wonderful world of online
couponing.(6) When you’re online shopping, you can
compare websites all at the same time. There are
even apps that you can add to your browser that can
look for those deals for you. One of the things I hear
you complain about is the fact that there is a sale on
an item that is all the way across town, but you don’t
want to go to one more place so you choose to buy
the more expensive item at the store you are currently
at. Well Mom, gone are the days where you have to
pay extra because of the location of your desired
item. When you shop online, you can see sales that
are happening all the way across the country and you
can make sure you’re getting the best deal from any
online store you come across.(9) You’ll be able to
sleep well knowing that you found the best bang for
your buck when you online shop.(10)
• Online shopping is the gift that keeps on
giving. It doesn’t matter what you want; with the click
of a button, you can have anything at your house
within a matter of days. I think the biggest benefits
you will see will be with your gas savings, your
purchase options, and your ability to coupon like
crazy.(11) These are all things that I’ve heard you
complain about and now the solution is here for you. I
think if you look past the chance of having your cards
compromised and took a minute to learn about your
computer, you may find that you enjoy this kind of
shopping. For my birthday, I would love nothing more
than for you to be happy and safe, but, demonstrating
this new skill would be a great gift as well. The
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occasional trip to the city is still a good idea when
you’re spending time with friends or when you have
something that you urgently need that day; however,
(12) the future is calling and it wants you to stay home
and shop online.(13)
• With love,
•
First Name Last Name
• 1. Hook
• 2. Background Information
• 3. Anticipation of Resistance
• 4. Thesis Statement Claim
• 5. Thesis Statement Subtopics
• 6. Topic Sentences
• 7. Ethos
• 8. Pathos
• 9. Logos
• 10. Concluding Sentence
• 11. Summarizing
• 12. Synthesizing
• 13. Call to Action
•
• Annotated Persuasive Letter Page
Annotated Persuasive
Letter
Last Name 1
First Name Last Name
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English Composition 1
Persuasive Letter
16 January 2021
Quaint is Queen
Dear Bridgette,
I think in many ways, the majority of the human
population is addicted to the stress and chaos that
has become our normal. The perpetual struggle to
keep our heads above water financially, while
maintaining happiness and safety within our families,
wears on us more than we realize, and so many
people are simply skating through life solely
attempting to keep the order. What if there were a far
more simplistic way of living that could resolve half of
our daily stress? It would be silly to pass up such an
opportunity, wouldn’t you agree?[SS1] Although this
may not be a popular idea, Northern Maine is the best
place in the United States to live and raise a family
because of the safety, natural environment, and
relaxed laws and regulations. [SS2]
Just picture this- you are observing your children
from an oversized bay window as they play gleefully
outside and stomp around in the freshly fallen snow
on a bright Saturday afternoon while you glide back
and forth in your rocking chair beside your cozy wood
stove. Their joyful giggles warm you just as much as
the homey smell of the fresh wood burning right
beside you. You have lost sight of them for a short
minute, but you do not think twice about this, because
you know that they are safe. A moment later, they
come bounding inside where you have their cups of
fresh hot chocolate waiting for them in the kitchen, still
giggling without a care in the world. Everything you
had always dreamed of for your family has finally
come true, and there is no greater feeling than this.
[SS3]
Safety is the number one priority when raising a
family, and living in Northern Maine is the best way to
achieve it. [SS4] The crime rate is significantly lower
in Maine than in most other states, [SS5] bringing
comfort to families who believe that children should
be encouraged to explore the outdoors without fear of
lurking bullies, kidnappers, and pedophiles. Many
residents live by old fashioned Christian values, and it
is even exemplified through the public-school systems
where they still believe in saying the Pledge of
Allegiance before beginning each school day. So
many spend good money to send their children to a
private school to allow them to experience the form of
education that comes standard in public schools in
places such as Northern Maine. Also, Northern Maine
is unique because it is one of the few places where if
you break down on the side of the road, you can
always count on somebody to pull over to ask if you
need help. [SS6]
Needless to say,[SS7] Northern Maine is
breathtaking. Its wildlife ranges from moose, bear,
and deer- to the more common fox, coyote, and
beaver. There is nothing more spectacular than
looking out of your second-story window and spotting
a moose in your driveway, his height nearly reaching
your height. You can also find gorgeous bodies of
water in nearly every county, whether it’s the crashing
ocean, a calming lake, or a rolling river. Northern
Maine also has some of the most vibrant foliage
during the fall that many observers drive hours just to
have the opportunity to enjoy. Not only is the natural
beauty of Northern Maine stunning, but it also offers
plenty of activities for the whole family to enjoy. Many
towns hold sledding parties at dusk that include
music, campfires, and s’mores designed to please the
entire family. They are also known for agricultural
fairs, canoe races, ATV derbies, snowmobiling, skiing,
ziplining, hunting, hiking, camping, pig roasts, and so
much more. It is genuinely centered around bringing
families and friends together to enjoy good old-
fashioned fun. [SS8]
Furthermore, another reason why you should live
in Northern Maine is because of how lax the laws and
regulations seem to be. The vast majority of residents
own a handgun or hunting rifle of some sort, and this
is socially acceptable. Most of the men have a rifle
mounted on a stand in the back window of their
pickup truck, and nobody bats an eye or finds this
concerning. In Northern Maine, you only need to be
18 years old with identification and a cleared
background check to purchase a gun. You might be
thinking, Well that doesn’t sound safe, but in fact, gun
violence is quite rare in that area. Hunting is such a
significant sport that even children as young as 10
years old can participate with a parent. [SS9] One of
the most genuine things that you might come across
while living in Northern Maine is the abundance of
fresh produce and egg stands. [SS10] So many are
content to live off the land, and they are happy to
display the fruits of their labor (pun intended) in a
handmade shack right in front of their farmhouse.
Most have so much faith in the honesty of their
neighbors that they leave a money box on its counter,
where customers are free to take their own change.
Another surprising reason why you should live in
Northern Maine is how shockingly cheap the real
estate is. [SS11] It is possible to buy a small house for
the same price as the average American’s vehicle.
Lastly, if by a rare chance you find yourself on the
FBI’s Most Wanted list, the Canadian border is only a
short ride away. You do not need a passport to drive
into Canada, making a swift getaway efficient and
discrete. Though not recommended, it is yet another
reason why you should live in Northern Maine. [SS12]
In conclusion, Northern Maine is a hidden gem that
is underestimated and underappreciated, and you
may never understand the full extent of what it has to
offer unless you experience it yourself. Many people
like you have gotten comfortable living in a far more
hazardous environment with very little privacy, but I
truly hope that after today you can begin to
understand why it is better to live in a much more
peaceful environment. Its nature is beautiful, the
people are kinder, the wildlife is pure, and it is surely
the safest place to live when raising a family. I hope
after today you will share the same opinion.
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34574&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34572&displayformat=dictionary
Sincerely,
First Name Last Name
S
S
1
The introduction provides background
information. Do you think that it sufficiently
anticipates any of the specific letter recipient’s
resistances or difficulties?
S
S
2
The thesis includes a claim and subpoints.
Consider these points, though: 1) Does it
appear directed at the specific letter recipient
after being set up for this particular person in
the introduction? 2) Is the persuasive point
narrow enough, or does “to live and rase a
family” appear to create some ambiguity about
direction?
S
S
3
This body paragraph touches upon safety,
which is the first subtopic in the thesis, but
does it explore that point sufficiently and in an
organized manner with a suitable topic and
concluding sentence?
S
S
4
This appears to be a suitable topic sentence
for a paragraph related to safety being a
reason the letter recipient should “live or raise
a family” in Northern Maine.
S
S
5
As the reader, do you trust this type of
statistical statement without seeing a citation
for a source from which it is borrowed?
S
S
6
What are your thoughts on this statement?
Does it prevent or promote safety concerns?
Does the letter writer relate this idea back to
their claim?
S
S
7
Is this a suitable transition?
S
S
8
Does the letter writer appeal to the letter
recipient in this section?
S
S
9
Even though this sentence refers to a child’s
activity, do these ideas relate more towards an
individual living in this area or a family? Should
this section and/or the thesis be narrowed?
S
S
10
Is this still related to the subtopic in this
paragraph?.
S
S
11
Hmm, another digression perhaps?
S
S
12
Does this concluding sentence summarize and
synthesize the section?
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34603&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34650&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34603&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34615&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34544&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34556&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34564&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34659&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34651&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31119&displayformat=dictionary
S
S
1
The introduction provides background
information. Do you think that it sufficiently
anticipates any of the specific letter recipient’s
resistances or difficulties?
S
S
2
The thesis includes a claim and subpoints.
Consider these points, though: 1) Does it
appear directed at the specific letter recipient
after being set up for this particular person in
the introduction? 2) Is the persuasive point
narrow enough, or does “to live and rase a
family” appear to create some ambiguity about
direction?
S
S
3
This body paragraph touches upon safety,
which is the first subtopic in the thesis, but
does it explore that point sufficiently and in an
organized manner with a suitable topic and
concluding sentence?
S
S
4
This appears to be a suitable topic sentence
for a paragraph related to safety being a
reason the letter recipient should “live or raise
a family” in Northern Maine.
S
S
5
As the reader, do you trust this type of
statistical statement without seeing a citation
for a source from which it is borrowed?
S
S
6
What are your thoughts on this statement?
Does it prevent or promote safety concerns?
Does the letter writer relate this idea back to
their claim?
S
S
7
Is this a suitable transition?
S
S
8
Does the letter writer appeal to the letter
recipient in this section?
S
S
9
Even though this sentence refers to a child’s
activity, do these ideas relate more towards an
individual living in this area or a family? Should
this section and/or the thesis be narrowed?
S
S
10
Is this still related to the subtopic in this
paragraph?.
S
S
11
Hmm, another digression perhaps?
S
S
12
Does this concluding sentence summarize and
synthesize the section?
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34603&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34650&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34603&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34615&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34544&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34556&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34564&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34659&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34651&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31119&displayformat=dictionary
• Step 6: Step-by-Step Checklist: Crafting the
Persuasive Letter
•
• Step-By-Step Checklist: Ready, Set, Write! Page
• Step-By-Step Checklist:
Ready, Set, Write!
• Step by Step Checklist: Crafting the
Persuasive Letter
•
• Choose your topic–your reader and their belief.
Start by making a list of three, and live with them for a few
hours, imagining the letter you’d write. The topic that
produces the most developed letter–a thesis and the subjects
of the body paragraphs would be ideal–is the one you want to
go with.
• •
•
• Make a good faith effort to see matters from your
reader’s eyes. Try to do so without judgment. What feelings,
concepts, and rationalizations underlie your reader’s belief or
behavior? Note them. Developing a clear, accurate
understanding of your reader’s belief or behavior in your
efforts to move them from it, and this exercise will help you to
avoid a potentially fatal pitfall: Little is more lethal to the
efforts of a persuasive writer than a mistaken assumption
about what their reader thinks.
• •
•
• Assess the rhetorical situation, and if necessary,
research your subject. Our aim is to write a letter that
balances its appeals. Because you know your reader, the
emotional appeals you’ll make will likely come more easily to
you. Be sure to consider your letter’s logical aspects, and
assess to what extent your letter might profit from research.
We research for two reasons. We research to strengthen our
support. Also, we research simply to achieve the sort of
command of our subject matter that is needed to write
credibly about it. If you need to brush up on your subject, now
is the time.
• •
•
• Develop your thesis/main claim. The thesis is the
central point of your letter, the point that unifies all the
material within it. Succinctly and clearly, it needs to transact
two tasks. 1. It needs to communicate what you want your
reader to change. 2. It needs to communicate the major
reasons why they should change it. (A smart strategy for
structuring your argument is to make each “why” the subject
of a body paragraph.)
• •
•
• Outline your letter, This is a document for you. It
can be as complex or as simple as you wish. Minimally, nail
down the thesis/main claim and subjects for the body
paragraphs. During outlining, listen to what your outline tells
you about your project. The places in the outline that fill you
with uneasiness are the places in your letter that are asking
for your attention. Resolve as many issues as you can before
starting the draft. The time needed to fix a problem during
prewriting is usually far less than the time needed to fix the
same problem during revision.
• •
•
• Write your draft. Try to hear your words as you
type. Imagine that you’re in a conversation but can freeze it in
order to choose the words you like best. Your language
should be mindful of the rhetorical situation and your ethos, or
your credibility. Consider your relationship to the reader and
to the subject matter, and pitch your language to be taken
seriously.
• •
•
• Put your draft away before you revise. Step 7 is:
do nothing for a while–literally. Step 7 wins “Best Step.” To
revise is to re-see, and after drafting, when we’ve spent so
much time looking at a project, we experience a kind of eye
fatigue that stops us from seeing it clearly. Avoid skipping this
step. Put one sleep between the end of drafting and the start
of revision. And whatever you do, do not submit your draft
now. A certain perspective afflicts developing writers that
sees the final period on the rough draft as the end of the
process–few attitudes are more harmful to the grades that
papers earn.
• •
•
• Revise your draft. Revision focuses on the
conceptual characteristics of your draft, the ideas your
language proposes, the emotions it evokes, the depth,
coherence, and order of the world your words conjure–not
punctuation and grammar. If possible, engage a trusted
reader, a friend, or family member whose judgment you trust,
to offer feedback. Two sets of eyes are always better than
one.
• •
•
• Edit your draft. Correct usage, spelling,
mechanical, and grammatical errors. For the many for whom
this is something less than straightforward (How am I
supposed to correct the mistakes, if I’m the one who made
them in the first place?) you are encouraged to make
cautious use of spell and grammar check software, such as
Grammarly, to engage a second reader whose editorial skills
you trust, and to direct your attention to this courses
appendices or any resource you like and trust.
• •
• Ensure your letter complies with MLA formatting
and if applicable, citation guidelines
https://moodle.straighterline.com/mod/page/view.php?id=86612
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34552&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31157&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31158&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31157&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31157&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31157&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34556&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34619&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31080&displayformat=dictionary
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34597&displayformat=dictionary
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31260&displayformat=dictionary
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34611&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34564&displayformat=dictionary
• Step by Step Checklist: Crafting the
Persuasive Letter
•
• Choose your topic–your reader and their belief.
Start by making a list of three, and live with them for a few
hours, imagining the letter you’d write. The topic that
produces the most developed letter–a thesis and the subjects
of the body paragraphs would be ideal–is the one you want to
go with.
• •
•
• Make a good faith effort to see matters from your
reader’s eyes. Try to do so without judgment. What feelings,
concepts, and rationalizations underlie your reader’s belief or
behavior? Note them. Developing a clear, accurate
understanding of your reader’s belief or behavior in your
efforts to move them from it, and this exercise will help you to
avoid a potentially fatal pitfall: Little is more lethal to the
efforts of a persuasive writer than a mistaken assumption
about what their reader thinks.
• •
•
• Assess the rhetorical situation, and if necessary,
research your subject. Our aim is to write a letter that
balances its appeals. Because you know your reader, the
emotional appeals you’ll make will likely come more easily to
you. Be sure to consider your letter’s logical aspects, and
assess to what extent your letter might profit from research.
We research for two reasons. We research to strengthen our
support. Also, we research simply to achieve the sort of
command of our subject matter that is needed to write
credibly about it. If you need to brush up on your subject, now
is the time.
• •
•
• Develop your thesis/main claim. The thesis is the
central point of your letter, the point that unifies all the
material within it. Succinctly and clearly, it needs to transact
two tasks. 1. It needs to communicate what you want your
reader to change. 2. It needs to communicate the major
reasons why they should change it. (A smart strategy for
structuring your argument is to make each “why” the subject
of a body paragraph.)
• •
•
• Outline your letter, This is a document for you. It
can be as complex or as simple as you wish. Minimally, nail
down the thesis/main claim and subjects for the body
paragraphs. During outlining, listen to what your outline tells
you about your project. The places in the outline that fill you
with uneasiness are the places in your letter that are asking
for your attention. Resolve as many issues as you can before
starting the draft. The time needed to fix a problem during
prewriting is usually far less than the time needed to fix the
same problem during revision.
• •
•
• Write your draft. Try to hear your words as you
type. Imagine that you’re in a conversation but can freeze it in
order to choose the words you like best. Your language
should be mindful of the rhetorical situation and your ethos, or
your credibility. Consider your relationship to the reader and
to the subject matter, and pitch your language to be taken
seriously.
• •
•
• Put your draft away before you revise. Step 7 is:
do nothing for a while–literally. Step 7 wins “Best Step.” To
revise is to re-see, and after drafting, when we’ve spent so
much time looking at a project, we experience a kind of eye
fatigue that stops us from seeing it clearly. Avoid skipping this
step. Put one sleep between the end of drafting and the start
of revision. And whatever you do, do not submit your draft
now. A certain perspective afflicts developing writers that
sees the final period on the rough draft as the end of the
process–few attitudes are more harmful to the grades that
papers earn.
• •
•
• Revise your draft. Revision focuses on the
conceptual characteristics of your draft, the ideas your
language proposes, the emotions it evokes, the depth,
coherence, and order of the world your words conjure–not
punctuation and grammar. If possible, engage a trusted
reader, a friend, or family member whose judgment you trust,
to offer feedback. Two sets of eyes are always better than
one.
• •
•
• Edit your draft. Correct usage, spelling,
mechanical, and grammatical errors. For the many for whom
this is something less than straightforward (How am I
supposed to correct the mistakes, if I’m the one who made
them in the first place?) you are encouraged to make
cautious use of spell and grammar check software, such as
Grammarly, to engage a second reader whose editorial skills
you trust, and to direct your attention to this courses
appendices or any resource you like and trust.
• •
• Ensure your letter complies with MLA formatting
and if applicable, citation guidelines
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31083&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31157&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34553&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=31158&displayformat=dictionary
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34611&displayformat=dictionary
https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34564&displayformat=dictionary
• Step by Step Checklist: Crafting the
Persuasive Letter
•
• Choose your topic–your reader and their belief.
Start by making a list of three, and live with them for a few
hours, imagining the letter you’d write. The topic that
produces the most developed letter–a thesis and the subjects
of the body paragraphs would be ideal–is the one you want to
go with.
• •
•
• Make a good faith effort to see matters from your
reader’s eyes. Try to do so without judgment. What feelings,
concepts, and rationalizations underlie your reader’s belief or
behavior? Note them. Developing a clear, accurate
understanding of your reader’s belief or behavior in your
efforts to move them from it, and this exercise will help you to
avoid a potentially fatal pitfall: Little is more lethal to the
efforts of a persuasive writer than a mistaken assumption
about what their reader thinks.
• •
•
• Assess the rhetorical situation, and if necessary,
research your subject. Our aim is to write a letter that
balances its appeals. Because you know your reader, the
emotional appeals you’ll make will likely come more easily to
you. Be sure to consider your letter’s logical aspects, and
assess to what extent your letter might profit from research.
We research for two reasons. We research to strengthen our
support. Also, we research simply to achieve the sort of
command of our subject matter that is needed to write
credibly about it. If you need to brush up on your subject, now
is the time.
• •
•
• Develop your thesis/main claim. The thesis is the
central point of your letter, the point that unifies all the
material within it. Succinctly and clearly, it needs to transact
two tasks. 1. It needs to communicate what you want your
reader to change. 2. It needs to communicate the major
reasons why they should change it. (A smart strategy for
structuring your argument is to make each “why” the subject
of a body paragraph.)
• •
•
• Outline your letter, This is a document for you. It
can be as complex or as simple as you wish. Minimally, nail
down the thesis/main claim and subjects for the body
paragraphs. During outlining, listen to what your outline tells
you about your project. The places in the outline that fill you
with uneasiness are the places in your letter that are asking
for your attention. Resolve as many issues as you can before
starting the draft. The time needed to fix a problem during
prewriting is usually far less than the time needed to fix the
same problem during revision.
• •
•
• Write your draft. Try to hear your words as you
type. Imagine that you’re in a conversation but can freeze it in
order to choose the words you like best. Your language
should be mindful of the rhetorical situation and your ethos, or
your credibility. Consider your relationship to the reader and
to the subject matter, and pitch your language to be taken
seriously.
• •
•
• Put your draft away before you revise. Step 7 is:
do nothing for a while–literally. Step 7 wins “Best Step.” To
revise is to re-see, and after drafting, when we’ve spent so
much time looking at a project, we experience a kind of eye
fatigue that stops us from seeing it clearly. Avoid skipping this
step. Put one sleep between the end of drafting and the start
of revision. And whatever you do, do not submit your draft
now. A certain perspective afflicts developing writers that
sees the final period on the rough draft as the end of the
process–few attitudes are more harmful to the grades that
papers earn.
• •
•
• Revise your draft. Revision focuses on the
conceptual characteristics of your draft, the ideas your
language proposes, the emotions it evokes, the depth,
coherence, and order of the world your words conjure–not
punctuation and grammar. If possible, engage a trusted
reader, a friend, or family member whose judgment you trust,
to offer feedback. Two sets of eyes are always better than
one.
• •
•
• Edit your draft. Correct usage, spelling,
mechanical, and grammatical errors. For the many for whom
this is something less than straightforward (How am I
supposed to correct the mistakes, if I’m the one who made
them in the first place?) you are encouraged to make
cautious use of spell and grammar check software, such as
Grammarly, to engage a second reader whose editorial skills
you trust, and to direct your attention to this courses
appendices or any resource you like and trust.
• •
• Ensure your letter complies with MLA formatting
and if applicable, citation guidelines
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• Step by Step Checklist: Crafting the
Persuasive Letter
•
• Choose your topic–your reader and their belief.
Start by making a list of three, and live with them for a few
hours, imagining the letter you’d write. The topic that
produces the most developed letter–a thesis and the subjects
of the body paragraphs would be ideal–is the one you want to
go with.
• •
•
• Make a good faith effort to see matters from your
reader’s eyes. Try to do so without judgment. What feelings,
concepts, and rationalizations underlie your reader’s belief or
behavior? Note them. Developing a clear, accurate
understanding of your reader’s belief or behavior in your
efforts to move them from it, and this exercise will help you to
avoid a potentially fatal pitfall: Little is more lethal to the
efforts of a persuasive writer than a mistaken assumption
about what their reader thinks.
• •
•
• Assess the rhetorical situation, and if necessary,
research your subject. Our aim is to write a letter that
balances its appeals. Because you know your reader, the
emotional appeals you’ll make will likely come more easily to
you. Be sure to consider your letter’s logical aspects, and
assess to what extent your letter might profit from research.
We research for two reasons. We research to strengthen our
support. Also, we research simply to achieve the sort of
command of our subject matter that is needed to write
credibly about it. If you need to brush up on your subject, now
is the time.
• •
•
• Develop your thesis/main claim. The thesis is the
central point of your letter, the point that unifies all the
material within it. Succinctly and clearly, it needs to transact
two tasks. 1. It needs to communicate what you want your
reader to change. 2. It needs to communicate the major
reasons why they should change it. (A smart strategy for
structuring your argument is to make each “why” the subject
of a body paragraph.)
• •
•
• Outline your letter, This is a document for you. It
can be as complex or as simple as you wish. Minimally, nail
down the thesis/main claim and subjects for the body
paragraphs. During outlining, listen to what your outline tells
you about your project. The places in the outline that fill you
with uneasiness are the places in your letter that are asking
for your attention. Resolve as many issues as you can before
starting the draft. The time needed to fix a problem during
prewriting is usually far less than the time needed to fix the
same problem during revision.
• •
•
• Write your draft. Try to hear your words as you
type. Imagine that you’re in a conversation but can freeze it in
order to choose the words you like best. Your language
should be mindful of the rhetorical situation and your ethos, or
your credibility. Consider your relationship to the reader and
to the subject matter, and pitch your language to be taken
seriously.
• •
•
• Put your draft away before you revise. Step 7 is:
do nothing for a while–literally. Step 7 wins “Best Step.” To
revise is to re-see, and after drafting, when we’ve spent so
much time looking at a project, we experience a kind of eye
fatigue that stops us from seeing it clearly. Avoid skipping this
step. Put one sleep between the end of drafting and the start
of revision. And whatever you do, do not submit your draft
now. A certain perspective afflicts developing writers that
sees the final period on the rough draft as the end of the
process–few attitudes are more harmful to the grades that
papers earn.
• •
•
• Revise your draft. Revision focuses on the
conceptual characteristics of your draft, the ideas your
language proposes, the emotions it evokes, the depth,
coherence, and order of the world your words conjure–not
punctuation and grammar. If possible, engage a trusted
reader, a friend, or family member whose judgment you trust,
to offer feedback. Two sets of eyes are always better than
one.
• •
•
• Edit your draft. Correct usage, spelling,
mechanical, and grammatical errors. For the many for whom
this is something less than straightforward (How am I
supposed to correct the mistakes, if I’m the one who made
them in the first place?) you are encouraged to make
cautious use of spell and grammar check software, such as
Grammarly, to engage a second reader whose editorial skills
you trust, and to direct your attention to this courses
appendices or any resource you like and trust.
• •
• Ensure your letter complies with MLA formatting
and if applicable, citation guidelines
• Graphic Organizers: Organizing your Writing Folder
Persuasion Map
Instructions:
• Save this document to your Drive account.
• Write the goal/hypothesis/thesis in the first box
• Write three reasons why it is true (or why you want to persuade) in the second
layer.
• Write three facts or examples for each of the reasons in the final layer.
Access: Double click on the text box. It will open in “Google Draw”. Type your
answer, click “Save and Close” when you are finished. Note: If you make any mistakes,
click “Ctrl + Z” and it will undo the typing.
Thesis, Goal or Hypothesis
True or Fact #2
True or Fact #1
True or Fact #3
Fact/Example #1
Fact/Example #2
Fact/Example #3
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Fact/Example #1
Fact/Example #2
Fact/Example #3
Fact/Example #1
Fact/Example #2
Fact/Example #3
• Rhetorical Mode
• The goal of persuasive writing is to get a reader (your audience) to
agree with your point of view. Persuasive writing blends facts and emotion to
convince the reader that the writer is right. This genre relies on opinion and
emotion to a greater extent than argumentative writing, but in moving a reader,
the successful persuasive letter also deploys logically sound argumentation and
quite often researched support and fact.
•
• Purpose:
•
• The purpose of drafting a persuasive letter is to move your reader
to agree with your point of view. Persuasion is single-minded; it is based on a
conviction that a particular way of thinking or acting is the only way to go; all of
the energy of the letter works toward this end. As a writer, you will present one
side–your side. While an opposing point should be mentioned, it is only
mentioned to be refuted or dismissed in the service of your position.
•
• Audience:
•
• Persuasive writing is almost always written with a particular
audience in mind. For this piece of writing, you will direct your persuasive letter
to one person. Thus, your audience is not imagined, but rather very real, and that
person and their characteristics will inform many of the choices you make as a
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writer. The persuasive letter requires constant negotiation with another person’s
mind. At every phase of the writing process, as you prewrite, draft, and revise,
this assignment will ask you to imagine and anticipate how your reader feels,
responds, and thinks.
•
• Form:
•
• This piece of writing will be presented using a letter format. Thus,
while you still need an MLA-style heading to format your work for submission,
you will address your letter directly to your reader with a formal letter salutation.
• Five Features of a Persuasive Letter
• Rhetorical Situation: Persuasive Writing vs. Argumentative Writing:
Persuasive writing, in a way, is a form of argumentative writing; however,
the goal of persuasive writing is to get a reader or group of readers to
agree with you/your point of view on a particular topic, and the goal of
argumentative writing is to get the reader to acknowledge that your side is
valid and is worth considering. Persuasive writing blends facts with
emotion in an attempt to convince the reader that the writer is “right,” while
in argumentative writing, the writer cites relevant reasons, credible facts,
and sufficient evidence in order to convince the reader to consider a
particular perspective. The nuances are subtle but important to consider.
(Later in this course you will be crafting an argument and will see the
differences in these genres of writing with greater clarity. The letter makes
balanced use of the three rhetorical appeals to persuade a reader to
change a behavior or belief. The three appeals, which come to us from
that consequential deceased Greek, Aristotle, are:
•
1 Ethos: a writer’s or speaker’s credibility. In your letter,
therefore, ethos is you, sort of. It’s the “you” that your writing
transmits to your reader, the sum total of your tone and
language choices, and also the values and intelligence that
your writing communicates. Therefore, be vigilant with your
work because ethos is the appeal that’s most immediately
harmed by faulty word choices, punctuation mistakes, and
lapses in tone.
1 Pathos: the appeal to a reader’s emotions and values. Get
your reader to feel. Play (in a non-evil way) on their
emotions–their compassion, their fears, their sense of
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community.
• Logos: the appeal to a reader’s logic or reason. Ensure your
claims are logical, free of fallacies, and backed with specific
support.
• Organization: Organize using argumentative structure: an
introduction with a thesis/main claim, body paragraphs that
advance points in support of the thesis/main claim, and a
conclusion.
• Transitions: Uses transitional phrases to connect your ideas and move
the reader forward smoothly and logically between sentences.
• Known Audience: The letter’s appeals are personalized to the reader’s
characteristics–their professional role and its obligations, as well as their
values and emotions.
• Formal or Informal Writing? The tone of the letter depends upon the
recipient and your relationship and also upon subject matter. The tone
should enhance the letter’s persuasive efforts, not undermine them.
Always strive for a respectful approach.
•
•
• Mini-Lesson on ETHOS – PATHOS – LOGOS
•
• Plan to use these appeals heavily throughout your Persuasive
Letter.
•
• Ethos
• This is an ethical appeal. It relies
on your reliability and credibility as the author.
• Includes reliable
sources
• Is written from an
unbiased perspective
• Shows the writer’s
expertise through the
presentation of careful
insight and research
• Pathos
• This is an emotional appeal. It
relies on the construction of careful connection
between the claims presented and the emotions
of the readers.
• Includes the writer’s
values and beliefs
• Uses stories or
examples that convey
emotion
• Contains broader
appeal and focus
• Logos
• This is an appeal to logic and
reason. It relies on facts and figures that can
convince the reader of the claims.
• Relies on fact and
opinion
• Focuses on reasonable
claims and organization
of ideas
• Only includes relevant
material with a narrow
focus
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34615&displayformat=dictionary
• Ethos
• This is an ethical appeal. It relies
on your reliability and credibility as the author.
• Includes reliable
sources
• Is written from an
unbiased perspective
• Shows the writer’s
expertise through the
presentation of careful
insight and research
• Pathos
• This is an emotional appeal. It
relies on the construction of careful connection
between the claims presented and the emotions
of the readers.
• Includes the writer’s
values and beliefs
• Uses stories or
examples that convey
emotion
• Contains broader
appeal and focus
• Logos
• This is an appeal to logic and
reason. It relies on facts and figures that can
convince the reader of the claims.
• Relies on fact and
opinion
• Focuses on reasonable
claims and organization
of ideas
• Only includes relevant
material with a narrow
focus
•
•
•
Submit an OPTIONAL reflection at the end of your draft.
Suggestions on what to include in your reflection:
1. What draft are you presently submitting?
2. What was the writing process like for you?
3. Where did you stumble, and where do you need additional guidance?
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34615&displayformat=dictionary
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https://moodle.straighterline.com/mod/glossary/showentry.php?eid=34615&displayformat=dictionary
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2nd Attempt: Persuasive Letter |
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Summary |
Want to brag about the revisions you’ve made to this draft? Submit an OPTIONAL reflection at the end of your revised draft. Suggestions on what to include in your reflection: 1. What draft are you presently submitting? 2. What feedback were you previously given? 3. What modifications to your writing did you make? (Consider the rubric’s criterion: Intro/ |
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2nd Attempt: Compare/Contrast |
