persuasive leveling guide

Persuasive Leveling Guide Name: _________ __________________ Date: _____________________Topic/Prompt:

Instructional Planning Info. Below Basic (1) Basic (2) Proficient (3) Advanced (4) L

Organization and Content: PREWRITING PLANNING DRAFTING

Introduction ___ Hook is absent, unclear and/or does not address the prompt, task or topic ___ Thesis sentence does not address the prompt, task or topic ___ Plan is absent and/or does not address the prompt, task or topic

Introduction ___ Hook addresses prompt, task or topic ___ Thesis sentence addresses prompt, task or topic ___ Plan hints at star ideas

Introduction ___ Hook clearly fits the prompt task or topic ___ Thesis sentence clearly fits the prompt, task, or topic ___ Plan clearly states the star ideas

Introduction ___ Hook addresses the prompt, task, or topic in an interesting way ___ Thesis sentence addresses the prompt, task, or topic in an interesting way ___ Plan addresses and identifies the star ideas in an interesting way

I

Key Idea 1 ___Topic sentence is missing ___ B is missing or is irrelevant to key star idea ___ The C quotation is missing or is completely irrelevant to the star idea as a whole. It is missing an MLA citation.

___ The D is missing or is completely irrelevant to the paragraph as a whole.

Key Idea 1 ___ Topic sentence is unclear ___ B is ineffective and does not provide enough detail background information to understand key star idea ___ The C quotation causes the reader to lose focus, and it confuses the argument made throughout the body thus far. There are a significant amount of errors in the MLA citation.

___ The D does not demonstrate the writers knowledge or comprehension of the quotation. It provides little to no explanation of the quotations actual significance or connection to the thesis, and it also lacks any thought-provoking analysis that is otherwise inferred from this quotation.

Key Idea 1 ___ Topic sentence hints at the star ideas ___ B adequately provides more detail and background information on star idea ___The C quotation seems somewhat out of place in terms of acting as evidence for the claim: it is not completely related to the argument, and it somewhat states the claim for the writer. There are some errors in its MLA citation.

___The D somewhat demonstrates the writers knowledge and comprehension of the quotation. It provides an adequate explanation in terms of the quotes significance and connection to the thesis as a whole. It includes a surface-level analysis of the quotation: it lacks the any inferences or explanations of its deeper meaning.

Key Idea 1 ___ Topic sentence clearly and explicitly states the star ideas ___ B clearly provides more detail and background information on star idea ___The C quotation serves as an effective piece of evidence, or support, for the overall argument. It acts as a supplement to the writers claim; it does not state the argument for the writer. It is properly cited in MLA format.

___ The D demonstrates the writers knowledge and comprehension of the quotation itself. It provides a clear, concise, and effective significance of this quote in terms of its relationship and connection to the thesis. It includes an analysis that goes beyond what is directly stated within the text and/or the cited quotation.

B





Key Idea 2

___ Topic sentence is unclear ___ B is ineffective and does not provide enough detail background information to understand key star idea ___ The C quotation causes the reader to lose focus, and it confuses the argument made throughout the body thus far. There are a significant amount of errors in the MLA citation.


Key Idea 3

___ Topic sentence is unclear ___ B is ineffective and does not provide enough detail background information to understand key star idea ___ The C quotation causes the reader to lose focus, and it confuses the argument made throughout the body thus far. There are a significant amount of errors in the MLA citation.


Key Idea 2

___ Topic sentence hints at the star ideas ___ B adequately provides more detail and background information on star idea ___The C quotation seems somewhat out of place in terms of acting as evidence for the claim: it is not completely related to the argument, and it somewhat states the claim for the writer. There are some errors in its MLA citation.


Key Idea 3

___ Topic sentence hints at the star ideas ___ B adequately provides more detail and background information on star idea ___The C quotation seems somewhat out of place in terms of acting as evidence for the claim: it is not completely related to the argument, and it somewhat states the claim for the writer. There are some errors in its MLA citation.


Key Idea 2

___ Topic sentence clearly and explicitly states the star ideas ___ B clearly provides more detail and background information on star idea ___The C quotation serves as an effective piece of evidence, or support, for the overall argument. It acts as a supplement to the writers claim; it does not state the argument for the writer. It is properly cited in MLA format.


Key Idea 3

___ Topic sentence clearly and explicitly states the star ideas ___ B clearly provides more detail and background information on star idea ___The C quotation serves as an effective piece of evidence, or support, for the overall argument. It acts as a supplement to the writers claim; it does not state the argument for the writer. It is properly cited in MLA format.


B

B

Conclusion

___ The first sentence of the conclusion either does not include a restatement of the thesis, or the thesis itself bears no resemblance to the one presented and supported throughout the essay.

___ The summary is missing or does not bear any resemblance to the argument that was previously developed.

___ The writer does not pose a profound question or statement.

Conclusion

___ The first sentence of the conclusion is an exact replica of the thesis presented within the introduction.

___ The summary of the key star ideas is not entirely developed: it lacks saliency determination and does not expand enough on the argument previously stated.

___The writer either does not pose a profound question or statement that demonstrates an effort made to analyze the significance of the argument or its real-world implications. This question or statement is awkwardly worded.

Conclusion

___ The first sentence of the conclusion is not an exact replica of the thesis presented within the introduction, but it is overly wordy or awkwardly stated.

___ The summary of the key star ideas demonstrates an understanding of the argument, but it becomes the main focus of the paragraph; it is too lengthy.

___The writer poses a relatively surface-level question or statement that does not demonstrate an adequate application of the argument to a real-world situation.

Conclusion

___ The first sentence of the conclusion is effectively restates the thesis presented within the introduction. While it is similar to the thesis above, it does not mimic it exactly.

___ The summary of the key star ideas demonstrates a very clear understanding of the argument that was previously developed. It is not too wordy or lengthy.

___ The writer goes beyond the text and applies the significance of the essay to profound question or statement. The writer leaves the reader with a new perspective on the text.

Language ___ The Pathos paragraph does not attempt to use any to persuade the audience.

___ No logical appeal is used throughout the Logos paragraph.

___ No credibility is established in the Ethos paragraph.

___ The Pathos paragraph makes reference to emotion without appropriate context. Persuasive effect is minimal.

___ The logos paragraph uses facts or statistics that do not contribute to the persuasive effectiveness of the essay.

___ A credible expert may be mentioned, but it does not contribute to the effectiveness of the Ethos paragraph.

___ The pathos paragraph attempts to evoke emotion in its intended audience. Emotional appeals may not directly contribute to the overall persuasive effect.

___ The logos paragraph attempts to refer to logical functions and effects of the persuasive objective. Logic may be somewhat unclear.

___The Ethos paragraph attempts to establish credibility with moderate results.

___ The pathos paragraph uses clear emotional appeals to convey your objective. Emotional appeals are effectively persuasive within the context of the paragraph.

___ The logos paragraph uses clear logical appeals to convey the objective. Logic is used to convey details about the essays purpose and function.

___ The advertisement clearly establishes the credibility through the appropriate use of expert testimonial or endorsement.

Style: DRAFTING REVISING

___ Fragments/Run-on sentences ___ Repeated words or phrases ___ Audience is not addressed

___ Mostly simple sentences ___ Most sentences begin in the same way ___ Basic words and descriptions ___ Attempts to address the audience

___ Different sentence structures ___ Variety in the way sentences begin ___ Varied and appropriate words used effectively ___ Style is appropriate for audience

___ A variety of simple, compound, and complex sentences ___ Effective variety in the way sentences begin ___ Words, vocabulary, and/ or figurative language create mental pictures ___ Style engages audience

CUPS & Neatness: EDITING FINAL COPY PROOFREADING

___ Many errors in CUPS that interfere with reading ___ Many errors in MLA/ Neat Paper ___ Not readable

___ Some errors in CUPS that slows down the reader ___ Some errors in MLA/ Neat ___ Not neat; still readable

___ Few errors in CUPS, but they do not interfere with reading or understanding ___ Few errors in MLA

___ Minimal errors in CUPS ___ Minimal errors in MLA/ Neat ___ Neat, readable

Process Paper Overall

(process+ paper) Comments

Pink Prewrite 10 Instructional goal:

Paper:

Area of focus:

Area of strength:

Blue Plan 10

Draft 1 (TR) 10

Draft 2 (H) 10

Final Copy 15

Reflection 15

Materials presented in this order

5

Total: /75 (x0.25)

/60 (x 0.75)

persuasive leveling guide

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