{"id":398,"date":"2016-06-23T17:55:44","date_gmt":"2016-06-23T17:55:44","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/?post_type=chapter&p=398"},"modified":"2016-10-06T17:54:17","modified_gmt":"2016-10-06T17:54:17","slug":"performance-assessment-persuasive-essay","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-corningcc-engcomp1wmopen-1\/chapter\/performance-assessment-persuasive-essay\/","title":{"raw":"Performance Assessment: Persuasive Essay","rendered":"Performance Assessment: Persuasive Essay"},"content":{"raw":"

Persuasive\u00a0Essay Introduction<\/h2>\r\nThis module will ask you to practice the stages of the writing process. You will develop an essay\u00a0to be finalized by the end of this module.\r\n
\r\n\r\nThe term \"college student\" corrals a wide range of types of students in a single term.\u00a0It stands to reason that different groups of people have different motivations for entering higher education, different goals while they are there, and different definitions of success once they graduate.\r\n\r\nFor this essay, you will select a specific category\u00a0of college students, define a practice that could lead to enhanced success for that category, and argue for the adoption of that practice.<\/strong>\r\n\r\n<\/div>\r\nThe thesis<\/strong> for this essay will persuade readers in the target audience to adopt the practice you've identified, in order to\u00a0help them achieve better outcomes while in college.\u00a0The thesis will be supported in the body of the essay with evidence<\/strong> demonstrating why this practice will increase success and how it can be implemented.\r\n

Assignment Details<\/h2>\r\nThe final essay will be 750-1000 words long. It will include a thesis statement that is supported by evidence. It will be well-organized, and display evidence of careful application of the writing process.\r\n

Rubric<\/h2>\r\nIn order to successfully complete\u00a0this assessment, a submitted essay\u00a0must reach \"Meets or Exceeds Expectations\" in all categories.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Criteria<\/th>\r\n<\/th>\r\nRatings<\/th>\r\n<\/th>\r\n<\/tr>\r\n
Topic\u00a0& Thesis Statement<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • essay topic has been personalized to refine\u00a0the assignment\u00a0prompt<\/li>\r\n \t
  • contains a clearly identifiable persuasive thesis statement that drives the essay content<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • essay topic is a generic answer to the assignment prompt<\/li>\r\n \t
  • contains a persuasive thesis statement that relates to most essay content<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • essay topic does not match the assignment prompt<\/li>\r\n \t
  • does not contain a persuasive thesis statement, or<\/em> thesis statement does not relate to most essay content<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Evidence<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • sufficient and varied evidence provided to justify the thesis statement<\/li>\r\n \t
  • draws on academic and personal sources as needed<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • insufficient evidence provided to justify the thesis statement<\/li>\r\n \t
  • draws only upon personal sources (personal examples, anecdotes)<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • no evidence provided, or<\/em> evidence does not justify the thesis statement<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Organization<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • contains a clearly identifiable introduction, body section, and conclusion<\/li>\r\n \t
  • follows a logical pattern of development<\/li>\r\n \t
  • applies\u00a0transitions effectively<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • contains an introduction, and\/or body section, and\/or conclusion<\/li>\r\n \t
  • has a pattern of development, but needs further attention to paragraphing<\/li>\r\n \t
  • insufficient use of transitions<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • missing introduction, body section, or conclusion elements<\/li>\r\n \t
  • no clear pattern of development<\/li>\r\n \t
  • little to no use of transitions<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Editing and Proofreading<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • evidence that higher-order editing concerns have been identified and addressed<\/li>\r\n \t
  • evidence that lower-order proofreading concerns have been identified and addressed, though minor patterns of error might remain<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • higher-order editing concerns may not have been addressed<\/li>\r\n \t
  • lower-order editing concerns may not have been addressed. \u00a0Significant patterns of error remain.<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n