Sample persuasive essay rubric
Created using word processor table as rubric maker

The best assessment rubrics are ones that fit your class assignments precisely. Such writing rubrics make grading papers faster. They focus your attention on grading writing so you are less likely to be distracted by revising, correcting, or editing — tasks that students should do.

The persuasive essay rubric shows how creating rubrics from tables lets me customize my assessment rubrics so I emphasize in grading writing the same elements I emphasize in teaching writing.

I use colors in my rubrics because I color code various kinds of information and activities to make retrieval easier for me. To make this image load faster, I eliminated a few colored rows from the sample sections. I think you can still get a pretty good idea how I put the segments together even without those rows.

Section 1, above the yellow strip, is for identifying the student and assignment. If like to have students complete this part to save me time.

Section 2 shows what I look for in the paper's content, including the organization and presentation. This persuasive essay rubric allots 70% of the essay's value to the content.

Section 3 is where I record the writing mechanics items that I use as "counts off" items for a class or student. Whenever possible, I have an IEP for each student's writing mechanics problems. In this persuasive essay rubric, you will see listed just three items. The student was allowed to have a total of three of those errors in the essay and still earn full points for mechanics.

Section 4 is the section where I focus on writing style. Since writing style is a fairly abstract term, I specify three specific stylistic devices that even novice writers can understand and attempt to use.

A comments section at the end is where I look at the writing as a whole. It's a place to note the student's progress as a writer, give praise, and make suggestions for subsequent assignments.

How I use the persuasive essay rubric

I use the rubric as a guide not only for what to look for in a paper, but for what I should ignore. My inclination is to mark every error. Such thoroughness merely discourages students.

I do a far better job of teaching writing (with less hassle) if I concentrate on a few problem areas at a time and make sure students learn how to deal with those few problems. When I find a problem in the paper, I highlight the description on the rubric.

The little comment boxes to the right of the descriptions are just big enough for a note like "great intro" or "see ¶ 3." I try to avoid spending too much time on errors. It's more important to offer suggestions on avoiding errors.