| | | Unsatisfactory | Limited | Satisfactory | High | Very High | Weight | Total |
| 1 | Grammar and Spelling | Uses incorrect grammar and sentence structure consistently. So many errors that the writer seems to lack control of standard written English. The errors interfere with communication. | Demonstrates some evidence of correct spelling, grammar and punctuation, etc. | Demonstrates few errors in spelling, grammar and punctuation, etc .Some errors, but not so many that the writer seems to lack control of standard written. | Has a good command of standard English. Relatively free of major errors. | Has a very good command of standard English and writes with some flair and originality. Relatively free of any errors distracting to literate readers. | out of 5 points possible |
| 2 | Comprehension | Is not comprehending or reflecting on what is read or viewed. | Demonstrates some basic comprehension of the material but does not make connections with the bigger picture | Comprehends the surface level meaning of the material and begins to relate issues to general knowledge and experience | Is able to make inferences and comprehends deeper meaning on most occasions. | Is able to make inferences well and comprehends deeper meaning consistently, demonstrating insight and their relevance to the case. | out of 15 points possible |
| 3 | Length and Content of case. Analysis of case. | Very little effort was made to attempt all tasks set. Case short and undeveloped Not a response to the question. Disconnected ideas. | Little effort was made to attempt all tasks set. Case undeveloped and not connected well. Ideas connected, but weak. | Work demonstrates that some effort was made to attempt all tasks set. Adequate development. Adherence to assignment; occasional sense of engagement of writer with subject. Ideas connected but add more relation to the topic. | Work demonstrates that much effort was made to attempt all tasks set. Good development. Writer engaged with subject; adherence to answering questions. Ideas connected clearly. | Work demonstrates that much effort was made to attempt all tasks set, with some originality and extra initiative. Superior development (concreteness and/or examples). Writer seems to mean what is said; genuine involvement in subject responding to the assignment. Ideas connected clearly and smoothly. | out of 15 points possible |
| 4 | Arguments, opinions, ideas and relevance. | Student is not able to express opinions, ideas, and responses due to severe problems with writing. Ideas generally unclear. | Student is not developing their ability to express arguments, ideas or opinions. Ideas somewhat clear, not complex or insightful. May include some information that detracts from central purpose. | Student is learning to develop and express arguments, opinions and responses in his or her writing. Clear, maybe less insightful or complex than previous. | Student is consistently expressing arguments, opinions and responses in his or her writing. | Student is clearly expressing arguments, opinions and responses in his or her writing. Superior ideas and insights; clear and complex; original. | out of 15 points possible |
| | | | | | | | Grade | 0 | out of 50 points |
| | http://www.catholic-forum.com/churches/cathteach/outcomes_rubric_reflection_journal.html |
| | http://www.saumag.edu/assessment/Reports2002/EFL/EFLGradingGuidelines.htm |