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College-Level Writing RUBRIC

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Indicators Target/

High Proficiency 15

Proficiency 12

Acceptable 9

Needs Improvement 6

Unacceptable 3

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Content‐Specific Assignment Criteriai

∙Writing meets all assignment content

∙Writing meets most assignment content

∙Writing meets minimum assignment content

∙Writing meets some/few assignment

∙Writing does not meet assignment

as per Instructor Guidelines

requirements. requirements. requirements. content requirements. content requirements.

∙Writing is clear and ∙Writing is generally clear and ∙Writing is adequate in ∙Writing may be unclear ∙Writing is appropriate for the appropriate for the purpose of terms of clarity and and/or inappropriate unclear and

Purpose purpose of the the assignment—with some appropriateness for the for the purpose of the inappropriate for & assignment. exceptions. purpose of the assignment. the purpose of

Support ∙All evidence and ∙Evidence and examples are assignment. ∙Evidence and examples the assignment. examples are generally effective, specific ∙Evidence and examples may require further ∙Evidence and

effective, specific and and relevant—with some meet basic requirements development to be examples are not relevant. exceptions. for being effective, adequately effective, effective, specific specific and relevant. specific and relevant. and/or relevant. ∙Ideas are coherently ∙Organization of ideas is ∙Organization of ideas ∙Organization of ideas ∙Ideas are and logically generally coherent and logical. meets the minimum does not meet the incoherent and

Structure & organized with well‐ ∙In addition, most paragraphs requirement for being minimum requirement illogically Development developed paragraphs are well‐developed and use coherent and logical. for coherent and logical. organized.

and effective effective transitions. ∙Some paragraphs may ∙Paragraphs lack ∙Paragraphs are transitions. be well‐developed and development and/or fail undeveloped

use effective transitions to employ transitions and need while others do not. effectively. transitions. ∙All sources are

critically reviewediii, ∙Most sources are critically reviewed and documented

∙Sources meet the minimum requirements

∙Sources do not meet the minimum

∙Insufficient sources and/or

Documentation of documented and following standard practices of for being critically requirements for being insufficient Sources formatted following the field (APA, MLA, Turabian, reviewed and critically reviewed and quality, critical

standard practices of CMS, etc.). documented following documented following review and the field (APA, MLA, standard practices of the standard practices of documentation.

Turabian, CMS, etc.). field (APA, MLA, the field (APA, MLA, Standard Turabian, CMS, etc.). Turabian, CMS, etc.). practices of the field are not followed.

College-Level Writing RUBRIC

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Language & Mechanics

∙All sentences are well‐written with varied sentence structure and virtually free of errors in grammar, punctuation and spelling.

∙Most sentences are well‐ written with varied sentence structure and virtually free of errors in grammar, punctuation and spelling.

∙Language is accessible to readers; however, many sentences may lack variation in structure. ∙Minimally acceptable

number of errors in grammar, punctuation and/or spelling.

∙Some/few sentences are well‐written with little variance in structure and/or numerous errors in grammar, punctuation and/or spelling.

∙Language may be inaccessible to readers. ∙Sentences are incomplete and/or contain errors in grammar, punctuation and/or spelling.

Target Audience/ Point of View/

Originality

∙Maintains appropriate tone, diction and vocabulary for various modes of writing. ∙Work demonstrates clear understanding of the target audience. ∙In situations where originality is expected, writing is clearly creative & innovative.

∙Tone, diction, and vocabulary are mostly appropriate for various modes of writing. ∙Work mostly demonstrates understanding of target audience. ∙ In situations where originality is expected, writing is generally creative and innovative.

∙Tone, diction, and vocabulary are adequate for various modes of writing. ∙Work minimally

demonstrates understanding of target audience.

∙ In situations where originality is expected, writing is minimally creative and innovative.

∙Lacks some important qualities for having the appropriate tone, diction, and vocabulary for various modes of writing—but does meet others. ∙Work demonstrates some understanding of the target audience, but lacks the level of understanding required. ∙ In situations where originality is expected, little creativity and innovation are evident.

∙Does not maintain appropriate tone, diction and/or vocabulary. ∙Does not demonstrate understanding of target audience. ∙ In situations where originality is expected, creativity and innovation are not present.

At instructors’ discretion and as appropriate to the specific assignment, instructors may refer students to specifically designated, content‐related assignment criteria not

otherwise delineated in this rubric.

In this rubric, “critically reviewed” refers to evidence in the writing/text itself that demonstrates that the writer has carefully analyzed, evaluated, and assessed (i.e.,

reviewed critically) sources for their relevance to the topic and their appropriateness for the assignment; sources that are critically reviewed are considered high in

quality as well as relevant and appropriate within the discursive (i.e., oral & written) communications of a particular discipline and its characteristic modes of

communication.