Emergency Support Function

100-200 Level Courses

Purpose/Audience – 20 points

Beginning:

The writing fails to meet the minimum requirements of the assignment. It offers little insight into the subject and has serious flaws in logic and omissions in evidence.

Developing:

The writing meets the minimum requirements of the assignment. It offers insight into the subject through basic logic and the presentation of ideas based on some evidence.

Accomplished:

The writing clearly goes beyond the minimum requirements of the assignment. It attempts to engage the reader through originality and presentation of complex ideas.

Exemplary:

The writing engages the reader with an original approach to the subject. It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas.

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Thesis and Support – 20 points

Beginning:

The writing may need a more clearly articulated thesis and/or appropriate related subordinate ideas.  Fuzzy logic may be evident and adequate supporting evidence is lacking.

Developing:

The writing has a clear thesis and related subordinate ideas supported by clear thinking and appropriate evidence. Logical arguments may be one-sided or incomplete.

Accomplished:  

The writing has a clearly articulated thesis supported by appropriate evidence and sound logic. Minor gaps in logic and argument may appear.

Exemplary:  

The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant evidence based on original research.

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Organization/Format – 20 points

Beginning:

Assignment reveals formatting errors and a lack of organization. There is no clear introduction nor conclusion and ideas are neither carefully nor fully developed.  Supporting evidence is clearly lacking.

Developing:

The writing demonstrates rudimentary organization and logical structure, but ideas may be more fully developed and supported by more appropriate evidence.

Accomplished: 

The writing is organized logically and flows well. An introduction and conclusion are evident, but transitions may be smoother.

Exemplary:  

The writing flows smoothly and logically from a well-defined thesis.  It contains an appropriate introduction, conclusion, and smooth transitions.

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Style – 20 points

Beginning:

The writing lacks clarity and is sometimes confusing.  The language chosen is not appropriate to the subject nor the assignment.

Developing:

The writing is clear but could be expressed in a style more appropriate to the subject. It is jargon-free but may require a more complete explanation of some terms used.

Accomplished:

The writing keeps the reader’s attention through a carefully crafted prose style.  Language chosen is appropriate to the subject, but may call attention to itself in minor ways.

Exemplary:

The writing engages the reader through an original prose style appropriate to the subject.  Language is precise.  Sentences are varied but not noticeably so. Active voice is apparent.

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Grammar and Mechanics – 20 points

Beginning: 

The writing exhibits substantial errors in grammar and style so that the basic ideas are lost. There is no evidence of proofreading, editing, or rewriting. Sources are overly quoted and not adequately documented or cited.

Developing:  

The writing could benefit from additional proofreading, as some errors impede the flow of the reading. Additional proofreading would help eliminate errors. Sources are documented and cited but need to show greater consistency.

Accomplished: 

The writing may exhibit a few minor errors in grammar or style, but do impair the flow of the reading.  Most quoted material is properly documented and cited.

Exemplary:  

The writing is free of grammatical, proofreading, and stylistic errors. All quoted material is properly documented and cited. Main ideas are not lost in surrounding supporting evidence.