NAME___________________________________________________________________

PERIOD____________________

DATE____________________

evidence-basedSkill 6:
a perspective
Develop an SKILL 5: Communicate
research,SKILL 2: Conduct

Task: Write a Multi-Paragraph Definition Argument Essay

Think about real and fictional heroes from the past and present. What defines a hero? Write a multiparagraph definition argument essay that develops your individual concept
of heroism. Use the strategies of definition (definition by function, example, and negation) to explain what a hero is to you. Be sure to include and embed specific evidence and
commentary.

Evidence is
relevant when it
clearly connects
to the universal
idea expressed in
the claim.

Following
established
conventions of
grammar, usage,
and mechanics
contributes to
the credibility of
the message and
its author.

Thesis
statements,
conclusions,
and/or themes
express a stance
or perspective
(claim) that is
unified through a
single abstract

4/DISTINGUISHED

3/PROFICIENT

2/APPRENTICE

1/NOVICE

Strategically selects relevant

evidence (quotations,
examples, imagery, features,
textual evidence, etc.)
defined through (function,
example, nonexample/negation) to convey
ones own perspective about
Consistently demonstrates a
strong command of
conventions for grammar,
usage, capitalization,
punctuation, and spelling.
Any errors, if they appear,
are minor typos or involve a
concept to be taught in a
subsequent grade level or
unit.

The writer uses

evidence (function,
example, negation) that
supports the definition
put forth in the writers
thesis.

Evidence is related to the

topic of heroism but does
not serve a clear purpose.
AND/OR Evidence is limited
or insufficient in its support
of the thesis.

Evidence, if present, is disconnected,

random, or incomplete. Evidence is
used to summarize or state facts. OR
Too much evidence is presented, leading
to an unfocused essay.

Demonstrates a strong
command of
conventions for
grammar, usage,
capitalization,
punctuation, and
spelling. The few errors
which appear do not
interfere with
communication.

Errors in grammar, usage,

capitalization, punctuation,
and spelling are frequent
and may interfere with
communication.

Errors in grammar, usage, capitalization,

punctuation, and spelling impede
understanding of the text.

Thesis or conclusion makes a

compelling and interesting
claim that expresses the
writers unique perspective
that defines heroism
(universal idea).

Thesis statement uses

an abstract idea to
make a claim that
defines heroism as it is
understood by the
writer.

The thesis addresses

heroism without
connecting it to a single
universal idea. For this
reason, it lacks clear focus.

The thesis, if present, summarizes and

describes a particular hero without
offering an actual definition of heroism.

SKILL 7: Use strategic and purposeful choices

The logic and line

of reasoning
(which defines
the
organizational
pattern) can
impact how it is
received an
understood by
the audience.

Strategic
rhetorical choices
should be made
to emphasize or
explain ideas.

Transitional
elements present
the writer's
argument of the
relationship
between and
among ideas.

The essay is intentionally

organized using traits or
characteristics to skillfully
explain the writers own
perspective expressed in the
thesis.

The essay is organized

using traits or
characteristics that
support the universal
idea expressed in the
thesis.

The essays organization

may appear to be around
traits or characteristics,
yet the reasons dont
necessarily lead to the
writers thesis or
conclusion.

The essays organization does not

match the definition purpose. OR There
is little, if any, attempt at organization.

The writer strategically

selects sentence structures
(embeds quotes, phrases) to
emphasize key points and
add details to demonstrate
relationships between ideas.

The writer selects

appropriate sentence
structures, quotes, and
phrases to add details
to communicate
meanings clearly.

The writer may use various

sentence types for little or
no effect. The ideas for
emphasis are random or
unfocused. The writer may
employ sentence variety
only for the sake of variety.

The writer employs repetitive

syntax (often simple sentences)
which leads to a lack of emphasis
of any ideas. OR The ideas
emphasized are not key ones.

The writer creates coherence

by using strategic transitions
to clarify relationships
between ideas in the essay.
The writer uses purposeful
transitions to help the reader
navigate between evidence,
interpretation,
exemplification, clarification,

Transitional words and

phrases are used
routinely to guide the
reader through a logical
progression of ideas.
The chosen transition
strategies signal the
writers intent for
evidence and

Transitions are simplistic

and infrequent, giving the
impression of being chosen
at random from a list and
inserted into the text.

Transitions are confusing,

meaningless, or absent.

and conclusions.

commentary.