Create an skeleton that requires minimum effort to fill in that meets the requirements below:
Scoring Rubric for Question 2: Rhetorical Analysis
1 point
Responds to the prompt with a defensible thesis that analyzes the writer’s
rhetorical choices.
Responses that earn this point:
• Responds to the prompt rather than restate or rephrase the prompt, and
the thesis clearly takes a position rather than just stating that there are
pros/cons.
0 points
For any of the following:
• There is no defensible thesis.
• The intended thesis only restates the prompt.
• The intended thesis provides a summary of the issue with no apparent
or coherent claim.
• There is a thesis, but it does not respond to the prompt
Responses that do not earn this point:
• Only restate the prompt.
• Fail to address the rhetorical choices the writer of the passage makes.
• Describe or repeat the passage rather than making a claim that
requires a defense.
The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• For a thesis to be defensible, the passage must include at least minimal evidence that could be used to support that thesis; however, the student need
not cite that evidence to earn the thesis point.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
4 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Consistently explains how the
evidence supports a line of
reasoning.
AND
Explains how multiple rhetorical
choices in the passage
contribute to the writer’s
argument, purpose, or message. 
Typical responses that earn
4 points:
• Uniformly offer evidence to
support claims.
• Focus on the importance of
specific words and details
from the passage to build an
argument.
• Organize and support
an argument as a line of
reasoning composed of
multiple supporting claims,
each with adequate evidence
that is clearly explained.
• Explain how the writer’s
use of rhetorical choices
contributes to the student’s
interpretation of the passage.
3 points
EVIDENCE:
Provides specific evidence to
support all claims in a line of
reasoning.
AND
COMMENTARY:
Explains how some of the
evidence supports a line of
reasoning.
AND
Explains how at least one
rhetorical choice in the passage
contributes to the writer’s
argument, purpose, or message.
Typical responses that earn 3
points:
• Uniformly offer evidence to
support claims.
• Focus on the importance of
specific words and details
from the passage to build an
argument.
• Organize an argument as a
line of reasoning composed
of multiple supporting
claims.
• Commentary may fail to
integrate some evidence or
fail to support a key claim.
2 points
EVIDENCE:
Provides some specific, relevant
evidence.
AND
COMMENTARY:
Explains how some of the
evidence relates to the student’s
argument, but no line of
reasoning is established, or the
line of reasoning is faulty
Typical responses that earn
2 points:
• Consist of a mix of specific
evidence and broad
generalities.
• May contain some simplistic,
inaccurate, or repetitive
explanations that don’t
strengthen the argument.
• May make one point well but
either do not make multiple
supporting claims or do not
adequately support more than
one claim.
• Do not explain the
connections or progression
between the student’s claims,
so a line of reasoning is not
clearly established.
1 point
EVIDENCE:
Provides evidence
that is mostly
general.
AND
COMMENTARY:
Summarizes the
evidence but does
not explain how the
evidence supports
the student’s
argument. 
Typical responses
that earn 1 point:
• Tend to focus
on summary
or description
of a passage
rather than
specific details or
techniques.
• Mention
rhetorical
choices with little
or no explanation.
Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
• To earn the fourth point in this row, the response may observe multiple instances of the same rhetorical choice if each instance further contributes to the
argument, purpose, or message of the passage.
1 point
Response demonstrates sophistication of thought and/or a complex understanding
of the rhetorical situation.
Responses that earn this point may demonstrate sophistication of thought
and/or a complex understanding of the rhetorical situation by doing any of the
following:
1. Explaining the significance or relevance of the writer’s rhetorical choices
(given the rhetorical situation).
2. Explaining a purpose or function of the passage’s complexities or tensions.
3. Employing a style that is consistently vivid and persuasive.
0 points
Does not meet the criteria for one point.
Responses that do not earn this point:
• Attempt to contextualize the text, but such attempts consist
predominantly of sweeping generalizations.
• Only hint at or suggest other arguments.
• Examine individual rhetorical choices but do not examine the
relationships among different choices throughout the passage.
• Oversimplify complexities in the passage.
• Use complicated or complex sentences or language that is
ineffective because it does not enhance the analysis.
Additional Notes:
• This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase
or reference.