Directions for the author:
1. Label each step in the persuasive writing structure in the order it appears in your letter: problem, thesis, solution, concession, refutation, and conclusion.
2. Label your concession with an E, your logos with an L, and your pathos with a P.
3. In your conclusion, label the technique to applied to make a great last sentence.
4. Highlight each phrase that uses embedded documentation.
Staple your Works Cited page to the persuasive letter draft. Now turn your letter in. Keep this sheet to review another person’s letter.
Directions to the peer reviewer:
1. Read the letter. Check what the author has labeled for structure/organization. Is anything missing? Is anything mislabeled? Write what needs to be improved on the letter. Now check where the structure best fits:
Category
Exemplary
Standard
Not Yet
Organization
The organization enhances and showcases the central argument by being purposeful and persuasive. The intro details the problem and establishes the position, the body provides support, and the conclusion communicates a final appeal.
The organizational structure is clear but not always purposeful. The intro states the problem and establishes the position, the body provides support, and the conclusion communicates a final appeal.
There is no identifiable structure; the writing feels like a list of ideas or facts. The intro doesn’t state the problem or establish the position, the body doesn’t provide support for the argument, or the conclusion doesn’t communicate a final appeal.
2. Check what the author has labeled with an E—the Concession and Refutation. Is it clearly stated? Is it clear that the author is looking at the other side? Is it their other side’s best point? Has the author effectively refuted them? Write feedback on the letter, and check off where the author’s concession best fits:
Category
Exemplary
Standard
Not Yet
Ideas and Content (Concession/ Refutation)
Ethos
The writer acknowledges the opposition’s best points and refutes them successfully. The writer demonstrates concern for others.
The writer acknowledges some of the opposition’s points, but not their best, and attempts to refute them. The writer demonstrates concern for others.
The author fails to acknowledge the opposition’s points and/or doesn’t refute them. The writer does not demonstrate concern for others.
3. Check what the author has labeled with an L—the Logic. Is it specific? Are the ideas randomly stated or purposefully developed from sentence to sentence? Do you believe the person based on the weight of the evidence or reasoning or are parts not convincing? Write feedback on the letter, and check off where the author’s logic best fits:
Category
Exemplary
Standard
Below Standard
Ideas and Content
Detail
The facts, detail, statistics, and anecdotes tie directly to the problem stated and the solution presented.
The facts, detail, statistics, anecdotes relate to the problem stated and the solution presented. The writer has difficulty going from general observations to specifics. Some details are not relevant, but most are.
To extract information, the reader must make inferences based on sketchy or missing details. The text may seem repetitious or a compilation of disconnected, random thoughts or facts.
Ideas and Content
Logos
The writer’s argument is logical. The writer clearly explains how the evidence supports the argument (warrant).
The writer’s argument is somewhat logical. Ideas are clear but need to be expanded or detailed to show in-depth understanding or a strong sense of purpose.
The letter lacks a clear sense of purpose. Ideas are not explained.
4. Check what the author has labeled with a P—the Pathos. What emotions are targeted? Write those emotions next to each P—if you write nothing, that means the pathos was ineffective, so write suggestions to improve. Check off where the author’s pathos best fits:
Category
Exemplary
Standard
Not Yet
Ideas and Content
Pathos
The writer’s argument consistently and effectively targets the intended audience’s emotions with diction and examples.
The writer attempts to use emotional appeal with diction and examples in the argument.
The author fails to use emotional appeal through diction and examples in the argument.
5. Read the letter one last time and correct any remaining grammar, punctuation, spelling, and capitalization. Check off where the author’s conventions best fits:
Category
Exemplary
Standard
Not Yet
Conventions
Fewer than three errors in punctuation, capitalization, spelling, grammar, or format exist.
More than three errors in punctuation, capitalization, spelling, grammar, or format exist, but they do not interfere with the reading.
The number or type of errors in punctuation, capitalization, spelling, and grammar make the reading difficult to understand.
6. Read the conclusion. Does it do what we learned in class—recap the main point, revisit the main points in the body, end with a final appeal and something memorable, incorporate pathos? Can it stand alone? Does it hearken back to the intro? Offer specific feedback on the letter and check off where the conclusion best fits:
Category
Exemplary
Standard
Not Yet
Conclusion
The conclusion effectively, memorably, and persuasively draws the letter to a close.
The conclusion draws the letter to a close but may feel formulaic.
The letter ends abruptly or without clarity.
7. Open your Writing Guidelines. Take out your persuasive letter rubric and turn it over to the grading criteria for Works Cited. Read them, then read the Works Cited the author wrote. Help the person edit it by writing comments on the Works Cited based on the grading criteria. Be sure to use your planner to see if the person is doing it right.
8. Write here what the most important thing the person has to do to write a persuasive letter; in other words, what must the person specifically do to earn an A?
