Persuasive essay rubric: grades K–2, 3–5 and 6–8
This persuasive essay rubric scores how well a student convinces a reader: a clear position, strong reasons, support for each reason, words aimed at the audience, a clear order, and clean conventions. Grades 3–5 and 6–8 use four levels with points, with reasons and support counting twice. K–2 uses three levels in plain words for a short piece that tries to change someone's mind. Print it, or open it in the rubric maker to change any cell.
Persuasive essay rubric, grades K–2
3 levels, 4 criteria, no points (a switch in the maker adds them).
| Criteria | Wow! | Yes | Not yet |
|---|---|---|---|
| My side | I tell my side at the start and again at the end. | I tell my side. | My side is not clear yet. |
| My reasons | I give two or more reasons and tell more about one. | I give one reason. | I do not give a reason yet. |
| Talk to my reader | I use strong words like "you should" and tell my reader why it helps them. | I talk to my reader in my writing. | I do not talk to my reader yet. |
| Capitals and periods | Every sentence has a capital and a period. | Most sentences have a capital and a period. | I forget capitals and periods. |
- I can tell what I want my reader to think.
- I can give reasons for my side.
- I can use words that help my reader agree.
- I can start sentences with a capital and end with a period.
Persuasive essay rubric, grades 3–5
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Position | States a clear position in an introduction that hooks the reader, and restates it at the end. | States a clear position in the introduction. | Position is stated but unclear, or appears late. | No clear position. | / 4 |
| Reasons and supportcounts ×2 | Three strong reasons, each backed by facts, examples or details that fit. | Two or three reasons with some support. | Reasons are weak or have little support. | Reasons are missing or do not fit the position. | / 8 |
| Speaking to the reader | Chooses strong, convincing words and speaks to what the reader cares about. | Uses some convincing words aimed at the reader. | Words are plain; the reader is mostly forgotten. | Does not try to convince a reader. | / 4 |
| Organization | Clear introduction, a paragraph for each reason, linking words, and a strong conclusion. | Introduction, body and conclusion with some linking words. | Some parts are missing or out of order. | Ideas are not organized into parts. | / 4 |
| Conventions | Almost no errors in capitals, punctuation or spelling. | A few errors that do not get in the way of reading. | Errors sometimes make it hard to read. | Many errors make it hard to read. | / 4 |
- I can state my position clearly in my introduction.
- I can give strong reasons and back each one up.
- I can choose words that will convince my reader.
- I can organize my essay with an introduction, body and conclusion.
- I can use correct capitals, punctuation and spelling.
Persuasive essay rubric, grades 6–8
4 levels, 6 criteria, 28 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Position | States a focused, debatable position in a compelling introduction and returns to it with force. | States a clear, debatable position and keeps to it. | Position is broad, obvious, or drifts during the essay. | No clear position. | / 4 |
| Reasons and evidencecounts ×2 | Each reason is backed by credible, relevant evidence that is named and explained. | Reasons are backed by relevant evidence with some explanation. | Evidence is thin, off-topic, or not explained. | Little or no evidence; reasons are opinions only. | / 8 |
| Persuasive techniques | Uses a mix of logic, emotion and trust on purpose, matched to a named audience. | Uses at least two appeals that suit the audience. | Relies on one appeal, or the appeals do not fit the audience. | No clear attempt to persuade a reader. | / 4 |
| Other side | Names the strongest opposing view fairly and answers it with evidence. | Names an opposing view and answers it. | Mentions the other side without answering it. | Ignores the other side. | / 4 |
| Organization | Logical order builds to the strongest point; transitions link ideas; conclusion calls the reader to act. | Clear structure with transitions and a conclusion that fits. | Structure is uneven; transitions are few or repeated. | Hard to follow; no clear structure. | / 4 |
| Conventions | Clean, varied sentences with almost no errors. | A few errors that do not distract the reader. | Errors distract the reader in places. | Frequent errors get in the way of meaning. | / 4 |
- I can state a focused position the reader could disagree with.
- I can support each reason with relevant, credible evidence.
- I can use appeals and word choice that fit my audience.
- I can name an opposing view and answer it.
- I can build my essay so each paragraph moves the argument forward.
- I can edit for grammar, punctuation and spelling.
When to use it
- Letters to the principal, "best pet" or "longer recess" essays, and any piece meant to change a reader's mind.
- After a unit on persuasive techniques, so students can see each one scored.
- As a revision checklist: students read their draft against one row at a time.
What to say to students
- Pick your side and say it in the first paragraph.
- Think about who you are trying to convince and what they care about.
- Every reason needs proof: a fact, an example or a story.
- End by telling your reader what you want them to do or think.
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The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.