EVALUATION OF WRITTEN WORK
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ELEMENT |
CRITERIA |
RATING |
COMMENTS |
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Content and Insight Ø insightfulness in interpretation of text or material Ø depth of understanding |
3 ideas are insightful and demonstrate thorough and in-depth consideration of material/concept/text in question 2 some ideas are insightful and demonstrate adequate/predictable interpretation of material/ text/concept in question 1 few ideas are insightful and demonstrate a superficial or literal understanding/interpretation of the text/material in question 0 no ideas are evident which shows a lack of understanding of material/text in question |
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Purpose and Audience Ø establishment of focus Ø awareness of audience through voice, tone, and diction |
3 focus of argument is clear; awareness of audience is consistently maintained through elements such as voice, tone and diction 2 focus is established but not strongly maintained throughout writing; awareness of audience is evident, although not fully maintained through elements such as voice, tone and diction 1 focus is established but is not maintained throughout writing; awareness of audience is evident at times but is not maintained through elements such as voice, tone and diction 0 no focus is established; writing may not fulfill established purpose; awareness of audience is not evident through elements such as voice, tone and diction |
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Writing , page 2 |
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Structure and Organization Ø presentation and development of ideas are logical, understandable and coherent |
3 ideas in writing are presented in a logical, coherent and understandable manner and are developed from the introduction through the body and into the conclusion 2 ideas in writing are generally presented in a logical, coherent and understandable manner and are developed from the introduction through the body and into the conclusion 1 some ideas in writing are not presented in a logical, coherent, and/or understandable manner. Some lapses in structure/organization make it difficult to follow argument 0 ideas in the writing are not presented in a logical, coherent, and understandable manner. Lapses in structure/organization make it difficult to comprehend points
made in the writing |
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Support and Development Ø specific and direct reference to material/text used to demonstrate validity of thesis |
3 conclusions are based on specific textual evidence; support is logical and clearly/directly demonstrates the validity of thesis 2 conclusions are based on evidence from text; support is logical and generally demonstrates the validity of thesis 1 some conclusions are based on evidence from text; support lacks specificity 0 conclusions are not supported with evidence from the text |
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Writing, page 3 |
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Grammar, Usage and Mechanics Ø rules of standard English are applied as appropriate to topic |
3 writing has minor, if any, errors relative to length and complexity of the work 2 writing has errors but is fundamentally sound relative to the length and complexity. Errors do not hinder effective communication of ideas 1 writing has a pattern of errors which may hinder effective communication of ideas 0 writing has excessive errors which seriously hinder
communication of ideas |
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Presentation Ø writing conforms to guidelines as established by instructor |
3 all guidelines for assignment have been followed 2 most guidelines for assignment have been followed 1 some guidelines for assignment have been followed 0 guidelines for assignment have not been followed |
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SCHOOL-WIDE ACADEMIC RUBRICS
FOR WRITING
The student/graduate will demonstrate effective skills in writing.
Each student/graduate will be able to:
Ø incorporates insightful ideas based on a sound understanding or interpretation of the material, concept(s) or text(s) in question;
Ø demonstrate an awareness of both purpose and audience through consistency in focus of the argument as well as elements
such as voice, tone and diction;
Ø present ideas in a logical, understandable, and coherent manner from a main point or thesis in the introduction through
the body and conclusion;
Ø provide specific and appropriate direct references to the text, material, data or concept being studied to support the thesis;
Ø demonstrate consistent use of all the standard rules of spelling, grammar, usage, and mechanics;
Ø follow the formatting standard described by the MLA or the APA as assigned by the instructor.
DESCRIBING THE LEVELS OF PERFORMANCE
3 = Exceeds the standard
2 = Meets the standard
1 = Partially meets the standard
0 = Does not meet the standard