| Four Points |
Introduces topic, informs, provides three examples as evidence, has excellent flow , establishes facts with documentation, clarifies relevant values and issues, prioritizes the argument for advocacy, demonstrates editing, stated conclusions , grammatical structure, style demonstrated at a minimum of 90% accuracy, elements of public advocacy clearly demonstrated in essay, a minimum of two research resources used, work properly cited, bibliography correct to style sheet. The essay persuades and is convincing in support of advocacy. |
Attachment Two submitted for each class session, works with peer editor consistently, evidence of peer editing observed by instructor, essay submitted on time, writer volunteered for presentation discussion. Timelines met |
| Three Points |
Introduces the topic and connects it to advocacy, give two facts and supportive detail, editing is evident, a minimum of two resources used, bibliography provided, style consistent with template. Grammar and structure within 75% accuracy. |
Attachment Two showing daily progress is submitted for two days, peer cooperation demonstrated, writer contributed to class presentation. Timelines met |
| Two Points |
A persuasive essay is submitted. The topic is stated but only one source is used, advocacy addressed, bibliography included but not aligned to style form. There was an attempt at editing. 60% accuracy in writing conventions and grammar. |
An attempt to complete Attachment Two is made. Peer editing is inconsistent. Essay submitted. Some timelines not met. Writer participates in discussion. |
| One Point |
An attempt at writing a persuasive essay is made. Research is not documented, bibliography not provided, elements of style and grammar are less than 50%. |
Peer editing is attempted. No evidence of Attachment Two is present, essay is submitted but timelines are not met. Student has minimal class participation |
| No Points |
No attempt is made and essay not submitted. |
There was no cooperation with the peer editor. | |