Persuasive Letter Writing Assignment | English 9 | Mrs.

Behrens

As a high school student, your voices are not heard enough in the educational process. In this
assignment, you will be writing a persuasive letter to a real audience. Your thesis statement must be something
that someone can agree or disagree with. Remember your audience is someone in your community and your
letter will be mailed or delivered. A list of ideas can be found below.

- Parks and Rec in Eureka CA - Recycling programs

- School dress code - Programs for homeless
- Lunch policies (length, ability to leave campus, etc.) - Access to resources in the city
-Available restaurants or chain stores - Length of School Day/Schedule

Requirements:
- Proper editorial form (salutation, clear thesis statement, tone, persuasive words, closing signature)
- Typed, Times New Roman; Double-Spaced; 12 point font; MLA heading; 1” margins
- At least 2 embedded statistics/facts/quotations from reputable websites/books/articles
- MLA Citations page
- 400 words (minimum) – 550 words (maximum)

Element Rubric For Editorial

DISTINGUISHED (6) PROFICIENT (4) ADEQUATE (2) INADEQUATE (0)
Voice Engages reader’s interest in a Writing attracts reader’s interest. Opening writing is correct, if Writing does not engage reader. Has no
lively fashion. Writer’s voice is Writer’s voice indicates pedestrian, not particularly sense of writer’s interest or commitment to
forceful. engagement with the issue. attracting interest. Voice is the position taken. No voice evident.
weak.

Context Provides appropriate context in an Provides enough context to Confusing or weak context Little or no context provided.
efficient manner. assist the reader. provided.

Position Formulates a position on the issue States a position on the issue in Stated position on the issue is Position is unclear, absent, or
in a clearly stated and thought- a clear manner. somewhat vague or indefinite. contradictory to the claims made.
provoking thesis.

Supports Offers specific reasons and/or
evidence for the position that
conveys writer’s own
understanding and/or insight.
Provides adequate, though
slightly vague, reasons and/or
evidence for the position that
suggests understanding of the
issue.
Provides less than adequate or Offers only the most general reasons or
contradictory reasons or evidence or none for the position. Or offers
evidence for the position. evidence and reasons contradictory to the
thesis.

Tone Makes claims about meaning in a Makes claims about meaning that Makes few or weak claims Makes few and weak claims that are
convincing manner that may lend are mostly convincing, if resulting from: the general inadequately written, undeveloped, and/or
more credence than correctness somewhat weak, because of less nature of the claims, presented in a tone that undermines the
to the argument. Uses appropriate skilled use of language and/or inadequate writing, failure to writer’s credibility.
tone to maintain credence. tone. develop argument, or weak
control of tone undermining
credence.

Conventions Command of conventions Correct use of conventions and Weak control of conventions Conventions and grammar impede
exhibited. grammar, for the most part, and grammar is distracting. understanding.
exhibited.

Format Format is appropriate for an Format is appropriate for the Format may be appropriate but Format may be inappropriate or executed
editorial or commentary. genre. is executed carelessly. carelessly.

2 Legitimate Sources: ________ /8 Correct Use of Each Rhetorical Device: _____ /8

Proper Length: _______/ 6