persuasive essay presentation rubric

RUBRIC FOR A PERSUASIVE PRESENTATION

Dr. elise gold (engineering).

Below you will find the various criteria used to evaluate your presentation along with categories describing your performance in these areas. The boxes highlighted indicate your overall performance in the broader areas as described. Items specifically needing work may be underlined. Along with a grade, an overall evaluation follows, with a few major suggestions for improvement.

GRADE: _________

(Points lost for not showing up for presentation, not submitting copy of presentation outline, notes, and handout copy of slides on day of presentation for not being present to serve as a peer=s assigned questioner? __________)

OVERALL EVALUATION:

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• IRWC Interactive Rubric for Written Communication
• Interactive Rubric for Written Communication
• Persuasive Essay

Interactive Rubric for Written Communication: Persuasive Essay

• Introduction
• 1.2. Thesis
• 1.3. Context
• 1.4. Audience
• 2.1. Information & Data
• 2.2. Conceptual Knowledge
• 2.3. Examples & Illustrations
• 2.4. Sources
• 2.4.1. Relevance
• 2.4.2. Authority
• 3.2. Evidence
• 3.3. Specificity
• 3.4. Creativity
• 3.5. Criticality
• 3.6. Reflexivity
• 3.7. Evaluation
• 4.1. Section
• 4.2. Paragraph
• 4.3. Sequence
• 4.4. Cohesive Ties
• 5.1. Clarity
• 5.2.1. Mood
• 5.2.2. Mode
• 5.2.3. Narrative Form
• 5.2.4. Voice (Active/Passive)
• 5.4. Vocabulary
• 5.4.1. Academic Vocabulary
• 5.4.2. Technical Vocabulary
• 5.4.3. Inclusive Language
• 5.5. Literary Devices
• 5.6. Referencing
• 5.6.1. Citations
• 5.6.2. Reference List
• 5.6.3. Quotations
• 5.6.4. Application
• 5.6.5. Paraphrasing & Plagiarism
• 5.7. Formatting
• 5.7.1. Font
• 5.7.2. Spacing
• 5.8. Length
• 6.1. Sentences
• 6.1.1. Fragments
• 6.1.2. Run-on Sentences
• 6.1.3. Agreement
• 6.2. Word Classes
• 6.2.1. Pronouns
• 6.2.2. Prepositions
• 6.2.3. Articles
• 6.2.4. Conjunctions
• 7.1. Spelling
• 7.2. Punctuation
• 7.2.1. Apostrophes
• 7.2.2. Full Stops
• 7.2.3. Capitalisation
• 7.2.4. Quotation Marks
• 7.2.5. Commas & Colons
• 7.2.6. Abbreviations
• 7.2.7. Other (e.g., Hyphens)
• 7.3. Editing
• Reflective Essay
• For Lecturers

Persuasive essays

Genre: A persuasive essay identifies a position in relation to a topic or issue and presents content (e.g., information and examples) and analysis (e.g., evidence and arguments) to justify the position. As conventions and expectations may differ across contexts, always check with your lecturer for the specific conventions of the genre .

Context: This persuasive essay was written in response to an assessment task that required students to take a position in relation to the nature and nurture debate, in the context of education.

• Persuasive Essays

Persuasive essay e xample 

Nature and Nurture Topic is the general subject or issue that is to be written about. The general topic for this essay is nature and nurture. in the Classroom: Context is the setting and level of focus for the general topic. The context for this essay relates to school-based education. Beyond the Dichotomy This fragment gives some indication of the essay's thesis or position.

In the context of schooling, the debate over nature and nurture is arguably the product of a false dichotomy This opening line presents a general thesis . A thesis is an overall claim, position or central idea about the topic that reflects the purpose of the writing. It is useful to emphasise the thesis at the beginning in the sequence of an essay. This essay This is a direct reference to the genre of the writing. explicates this thesis with some illustrative examples related to intelligence and its implications for classroom teachers. Nature  denotes biological and genetic influences on human ability and behaviour. Nurture denotes environmental influences on ability and behaviour. These definitions demonstrate basic conceptual knowledge . They are also sequenced early on in the essay to guide the reader's understanding throughout the essay. Strong oppositional positions This sentence shows a critical awareness of different positions that help to inform the thesis . contend that either, (a) nature determines intelligence [1] such that education will have little influence on a child’s intellectual capacity, or (b) nurture determines intelligence such that education will have a strong influence on a child’s intellectual capacity. A teacher’s general position on this issue can influence the way they perceive and respond to a child’s capacity to learn. This sentence relates to the purpose of the essay and also helps to specify the context .

The dichotomy between nature and nurture is arguably false because the concepts are relative and mutually dependent This is a topic sentence sequenced at the beginning of a paragraph to indicate what the paragraph is about . For instance, Churchill et al. (2010) cite evidence from neurological studies [2] to support their claim that ‘nature and nurture are not dichotomous entities, but actually work in tandem to facilitate learning and shape the mind’ (p. 85). While such studies are relatively new This fragment reveals some evaluation of sources related to the evidence they provide. , they are beginning to reveal the biological processes involved in the interaction between nature and nurture. This position complements Weinberg’s (1989) claim that ‘genes do not fix behaviour . . . they establish a range of possible reactions to the range of possible experiences that the environment can provide’ (p. 101).  From an evolutionary perspective, today’s nurture will affect natural selections that appear in successive generations as tomorrow’s nature. Is this a logical argument? Logic refers to the form of reasoning that gives meaning and support to the analyses or arguments in a piece of writing. Causality refers to the strength of relationship between cause-and-effect that is used to support the analyses or arguments in a piece of writing.   For example, a society that values and nurtures logico-mathematical intelligence due to selection pressures in a particular environment (e.g., how to engineer and throw a spear to kill a woolly mammoth) may select genes related to intelligence that appear natural to successive generations This is an example of supporting sentences that provide elaborations, evidence, and/or examples for the main idea or thesis of the paragraph . Thus, the dichotomy between nature and nurture only appears when the concepts are compared in a single generation Linking sentences connect the idea to the main thesis and/or the next paragraph . .  The dichotomy disappears, and the relativity of the two concepts is revealed when they are perceived over multiple generations.

The nature-nurture debate is traditionally significant for school teachers as it affects the scope and possibility for development and improvement in their students’ learning.  The debate is particularly significant in the context of intelligence as measured by the intelligence quotient (IQ).  For example Cohesive ties are generic words or phrases used to link different parts (e.g., ideas, sentences or sections) of a piece of writing. will a teacher who perceives logico-mathematical intelligence as hereditary still spend time and effort trying to nurture a student with low logico-mathematical intelligence?  Conversely Criticality refers to the awareness that the writing displays about the truth and type of its claims in relation to the nature of knowledge. Terminology such as conversely, perspective, contextualised, relative, admittedly, and arguably can demonstrate a critical awareness of the limitations of the writing's claims and the multiplicity of perspectives in relation to the nature of the topic. , will a teacher who perceives logico-mathematical intelligence Technical language refers to words that mainly found in a particular content area or domain of knowledge. For example, logico-mathematical intelligence is used in the content area of educational psychology. as the product of nurtured effort appreciate the natural limitations and variations between different students?  The first teacher demonstrates a realist view of intelligence (you will always be what you are).  The second teacher demonstrates an idealist view of intelligence (you can be what you are not) Parallelisms (e.g., The first teacher ... The second teacher ...) help to give sentences clarity through the use of similar forms and structures. . While both perspectives have their place and role, they can be equally problematical if they are not responsive to context. Arguably, problems could arise when the teacher neglects the broader evolutionary process that transcends the confines of the perceived opposition between nature and nurture.  Admittedly, it can be difficult for teachers to judge the relative influence of nature or nurture on a child’s performance.  However, teachers who appreciate the interdependence of nature and nurture can nurture intelligence with stimulating pedagogies (e.g., problem-based learning and number games), while designing and implementing these activities with some sensitivity to the natural intellectual limits of any individual or group.

In summary, understanding that ‘today’s nurture is tomorrow’s nature’ can help teachers to balance realism and idealism. The expert teacher moves beyond merely theoretical either/or binary oppositions (i.e., nature or nurture) to a more sophisticated and contextualised approach to teaching and learning in the context of schooling. Sections are parts of a piece of writing that are recognised by the overall function they serve in relation to the purpose of the writing. This section is the conclusion which summarises the main ideas and reiterates the thesis.

Bouchard, T. J. (2004). Genetic influence on human psychological traits: A survey.  Current Directions in Psychological Science,   13 , 148–151. Sources are the origins of content (e.g., data, information and knowledge) that the writer uses to inform their own ideas. Relevance describes the strength of connection between content from a source and the purpose of the writing. These sources are relevant to the topic of the essay.

Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., & Letts, W. et al. (2010). Teaching: Making a difference . John Wiley. Authority describes the reliability and validity of sources used to inform the writing. This source is a textbook. It would probably be better to use the actual studies mentioned as sources, rather than textbook.

Weinberg, R. A. (1989). Intelligence and IQ: Landmark issues and great debates. American Psychologist , 44 , 98-104. Authority describes the reliability and validity of sources used to inform the writing. The source is relevant and still has authority but a more current source would be better if available.

[1] For example, Bouchard’s (2004) meta-analysis of intelligence studies estimates .85 heritability of intelligence for over 18 year olds. Information refers to meaningful relationships between bits of data in the writing. Data refers to facts and statistics. This information is relevant to nature and nurture. Evidence is the data, information or experience used to justify that a claim is true or valid.

[2]  For example, while myelination of brain regions seems to unfold sequentially, the selective pruning of particular myelinated networks is powerfully influenced by environmental factors.

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Persuasive Essay Rubric

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Assignments

Sample rubric: persuasive speech video evaluation.

Delivery [40]

____Verbal Elements (15)

– Intelligibility and Video Audio (5) Effective [ ]  Ineffective: Rate: Fast [ ] Slow [ ] Volume: Low [ ]  Pronunciation [ ] Enunciation [ ]

– Emotional Expression & Tone (5) Effective [ ]  Ineffective: Monotone [ ]  Read [ ] Other [ ] _____

– Good vocal modulation (5) – the video audio is loud enough and clear

____Video Elements (15)

– Lighting (10) Effective [  ]  Ineffective [  ]

– Composition:  (5) Effective [ ]  Ineffective (Is there anything distracting?)[ ]

____Effective use of presentation aides (10)  (Pictures are crisp, sections with text are clean and not overly wordy.  There aren’t typos in the text.)

Structure [30]

____Macro (20)

– Introduction (4)

– Listener Relevance (1) Effective [ ]  Ineffective [ ]  Missing [ ]

– Credibility Statement (1) Effective [ ]  Ineffective [ ]  Missing [ ]

– Thesis Statement (1) Effective: Fact [ ] Value [ ] Policy [ ]  Ineffective: Missing Persuasive Element [ ]  Missing [ ]

– Preview of Main Points (1) Effective [ ]  Ineffective [ ]  Missing [ ]

– Transitions (2) Effective [ ]  Ineffective [ ]  Missing [ ]

– Conclusion (4) Thesis Restatement, Summary, Clincher

– Thesis Restatement (1) Effective: Fact [ ] Value [ ] Policy [ ]  Ineffective: Missing Persuasive Element [ ]  Missing [ ]

– Summary of Main Points (1) Effective [ ]  Ineffective [ ]  Missing [ ]

– Clincher (2) Effective [ ]  Ineffective: Missing Persuasive Element [ ]  Missing [ ]

– Effectively used storytelling to gain/keep audience attention

____Micro (10)

– Language (3) Effective [ ]  Ineffective: Unclear [ ] Slang [ ] Informal [ ] Jargon [ ] Undefined [ ] Exclusive [ ]

– Ineffective Fillers (7) Avoided [ ]  Ineffective: Pauses [ ] Um [ ] Uh [ ] And [ ] So [ ] Like [ ] You Know? [ ] Other [ ] ____

Content [ 30]

____Use of Monroe’s Motivated Sequence (25)

– Gained our attention (5)

– Established the Need (5)

– Proposed a Solution (5)

– Helped us visualize the world with/without this solution (or both) (5)

– Offered a clear and specific call to action (5)

____Supporting Evidence (5)

– Citations            (2) Evident [ ]  Missing [ ]  – Integration (2) Effective [ ] Ineffective [ ]  Missing [ ]

________Time (Docked 5 points for every 30 seconds you are under four minutes or over six minutes)

• Public Speaking. Authored by : Christie Fierro and Brent Adrian. Provided by : Lumen Learning. Located at : http://lumenlearning.com/ . Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution

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Vote for Me! Developing, Writing, and Evaluating Persuasive Speeches

• Resources & Preparation
• Instructional Plan
• Related Resources

To deliver an effective persuasive speech, students must formulate logical arguments and back them up with examples. In this lesson, students will study political campaign speeches to explore the characteristics of effective persuasive speechwriting and oral argument. While using an online tutorial and looking at examples, students learn what makes a strong speech. A second online tool helps them learn how to formulate a persuasive argument. Students then apply this information in two ways: by writing their own speeches and evaluating others'.

Featured Resources

ReadWriteThink Persuasion Map : Use this interactive tool for any lesson in which students need to create a piece of persuasive writing.

From Theory to Practice

• Persuasive writing can take many forms including essays, letters to the editor, classified advertisements, and speeches.
• In political speeches, writers use precision to make the speech more easily understood.
• In a short persuasive speech, it's important to have an introduction that states the position of the speech clearly; this is followed by at least three pieces of evidence to support the position.
• Students should examine the various ways persuasion is used in everyday life before they begin writing their own persuasive pieces.
• Persuasive writing is easily incorporated into content areas such as science and social studies.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Computers with Internet access
• LCD projector and screen
• Persuasive Speech Checklist
• Persuasive Speech Rubric

Preparation

Student objectives.

Students will

• Develop critical thinking skills by learning about the characteristics of an effective speech, both how it is written and how it is delivered, and then applying these criteria to sample speeches
• Formulate an argument, including the use of examples to support a thesis, using an online tool that helps them organize their ideas
• Develop skills in persuasive writing and oral delivery by writing a one-minute persuasive speech and presenting it to a small group of their peers
• Interpret and evaluate persuasive arguments using a rubric to assess their peers' speeches

Session 1: The Characteristics of a Strong Speech

Session 2: persuasive writing, session 3: effective speech delivery, session 4 convincing their classmates.

• Explore the "Record It" section on the Speechwriting website. Listen to the student speeches and discuss and evaluate them using the Persuasive Speech Rubric . You can also have students record their speeches for the site.
• View and discuss some actual campaign speeches and compare them to the students' speeches.

Student Assessment / Reflections

• Observe student participation in the initial discussions about what constitutes an effective speech. Collect the Persuasive Speech Rubrics from the first session's discussion and review them to make sure students are correctly applying the criteria to the sample speech. If you observe some consistent misconceptions, address these at the beginning of Session 2.
• Review each student's Persuasion Map and speech and offer him or her feedback using the Persuasive Speech Rubric.
• Observe students both when they are practicing their speeches and while they are working in their groups. Review the completed Persuasive Speech Rubrics to determine that they understand how to apply the criteria to evaluate a persuasive speech.
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• Student Interactives

Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.

Election Day is held on the Tuesday after the first Monday in November.

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

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