Checklist for Persuasive/Argumentative Essays

Checklist for Persuasive/Argumentative Essays

by Kimberly Drake

In grading an argumentative essay, I look not only at the content (thesis and support) and form (structure, style, mechanics, wording, citations), but also at how the essay works as a whole. An essay is more than the sum of its parts, after all; an argumentative essay without a thesis of any kind, for example, is no longer an argumentative essay.

Excellent

Thesis is original, persuasive, and insightful, with clearly defined terms and a sense of its own significance; it presents a well-phrased and compelling argument early on and develops it over the course of the paper. Support for thesis is thorough and convincing, chosen from respected and current sources, analyzed insightfully, and cited correctly; counter-arguments are refuted and objections rebutted efficiently. Stylistically, the paper flows and coheres yet paragraphs are focused and ordered so as to develop the argument. Sentences are elegant, fresh, and varied, drawing on a large and appropriate vocabulary, and entirely free of clichéd or colloquial terms or grammar or spelling errors.

Good

Thesis is clear and mostly convincing, though perhaps unoriginal or general; it is maintained over the course of the paper, and supported with solid though possibly underdeveloped examples and competent reasoning. Con arguments are present, although somewhat weak. Citations are competent. Style and organization are coherent, with appropriate transitions and topic/concluding sentences. Sentences are nearly error-free, although not as sophisticated and articulate as they might be.

Average

Thesis is adequate, perhaps barely convincing; it may be entirely obvious, initially unclear, and/or move in and out of focus, but it does appear somewhere in the paper. Con arguments are ineffective or absent. Thesis is supported with sufficient evidence requiring further development and analysis to be fully convincing; minor errors in citations may occur. Organization of paragraphs and sentences is adequate, although both may lack flow or transitions, and ideas may be repeated rather than developed. Topic sentences may not relate to paragraph body, and concluding sentences may be weak or missing. Grammar errors may be present but do not interfere with the clarity of the paper; language may be dull and immature.

Poor

Thesis is vague, missing, or unclear, although attempts have been made to formulate one. Argument and support contain vagueness or fluff. Examples are present, yet they are not developed, not focused, or not appropriate and thus do not adequately support the thesis; also, examples may be generalized and/or lack analysis. Paper's organization may mimic that of the text under discussion rather than work to promote its argument; paragraphs lack required structure, and sentences are simplistic, vague, choppy, or occasionally incoherent. Patterns of egregious grammar errors (fragments, fused sentences, comma splices, agreement issues), may be present. Citations are missing or incorrect.

Failure

Thesis is not present; ideas are unclear, incomprehensible, or contradictory. Examples are not present or are entirely undeveloped. Organization is incomprehensible. Grammar errors are pervasive and greatly obscure the content, suggesting basic fluency issues. Sentences are basic, vocabulary is at the high school level or below, and citations are nonexistent.

Please use this criteria checklist when drafting your persuasive/argumentative essay.