Sections: Topic, Motivation, Questions, Proposed Cause (Position and Persuasion), Topic Sentences (20%)

1 X 20 = ______________

Development, Organization (40%)


2 X 20 = ______________

Vocabulary, Mechanics (20%) (Punctuation, Spelling, Capitalization, Grammar, Typos) 1 X 20 =___________

Effort, Improvement, Presentation (20%)

1 X 20 = ______________

Distinguished (or "WOW!")


Creative and sections; position is strongly introduced; proposal goal is fulfilled; original topic sentences. Profound impact proposal: the reader is thoroughly compelled to the cause. All requirements of the proposal have met and surpassed.

Gives reader dynamic impression and profound understanding of the cause; aptly uses examples to persuade reader that this cause is essential; creative transitions; explores deep qualities of the issue; weaves essential facts and elements into proposal artfully. Breaks the mold. Information from sources other than the author have been given citations.

Professional. Sophisticated. High level, active words are selected deliberately. There is no more than one mechanical error in the entire proposal. Sentence structure is varied. Reads like a professional proposal.

Evidence of substantial time; student is working at highest potential; details are thorough and factual. There are no errors in content. Student sought help in or out of class from teacher and students. Student chose a challenging topic. Revisions obvious.

Proficient (or "Pretty Decent") (16-18)

Solid sections; purpose/position is clearly delineated; point of proposal is clearly made. Clear topic sentences. Proposal provides insight about issue. Reader is convinced. All requirements of the proposal have met and possibly surpassed.

Gives reader vivid picture and deep understanding of the cause; strong and detailed examples are provided to compel reader to understanding the need for this cause; sophisticated transitions; explores the issue thoroughly; may be a creative presentation of proposal. Information from sources other than the author have been given citations.

Most vocabulary is sophisticated and used properly. Vocabulary is varied and correct. There are no more than 3 mechanical errors in the entire proposal. Proposal is vivid with some revisions it could be used in a professional setting.

Evidence of time. Student is working near highest potential; some improvement; polished presentation. Student sought help in or out of class. Revisions made.

Satisfactory (or "Fair")


Basic needs of sections are met though cause may not be totally clear; topic sentences generally clear. Reader may not be totally convinced by the proposal the writer has made, but the reader gets a general sense of the purpose. All requirements of the proposal have in perhaps a basic way.

The argument for the cause has been made but possibly in a predictable and/or awkward way; little or no examples, details have been used to support claims; may contain awkward or lacking transitions; argument for the cause may not be very compelling. Information from sources other than the author may not have been given citations.

Language is basic solid in some areas, weak in others. Author may use simple words and take few risks. Vocabulary is somewhat dull and/or repetitive and/or used incorrectly. Proposal is legible but may contain multiple errors. Needs more life!

Adequate amount of time is evident though more attention should probably have been given; similar errors in previous stories; little or no improvement; neat presentation. Some revisions made.

Unsatisfactory (or "Needs A Lot of Work")


Section or sections is/are either too short, missing, or confusing. Topic sentences are missing or confusing. The reader has not been persuaded of anything for the cause. Proposal is confusing or incomplete.

Uses sweeping generalizations with no supporting examples; little or no detail or description; missing or confusing transitions; information is unfocused or confusing; paragraphs too long, too short, or not indented. No citations have been given to give credit to external sources.

Misuses basic vocabulary. Ignores basic rules of mechanics (capitalization, sentence structure, spelling, etc.). Essay reads at a low-level. Difficult to read because of a number of distracting errors.

Repeated errors; class-time was not used productively; little or no time or care; no attention paid to basics; gross errors; sloppy; little or no revision evident. This paper is not up to par with high school writing.