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MASTER OF SCIENCE IN LEADERSHIP ASSESSMENT RUBRIC – WRITING Program Objective: Students will demonstrate effective written communication.

Criterion No/Limited Proficiency 0-69% of points

Some Proficiency 70-80% of points

Proficiency 81-92% of points

High Proficiency 93-100% of points

Clarity of thesis or focus of writing. Cannot determine thesis and purpose OR the thesis has no relation to the writing task

Thesis and purpose are somewhat vague OR only loosely related to the writing task

Thesis and purpose are fairly clear and match the writing task

Thesis and purpose are clear to the reader: closely match the writing task.

Organization Unclear organization OR organizational plan is inappropriate to thesis. No transitions.

Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow of ideas

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved

Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions are effective.

Support of ideas Offers simplistic, underdeveloped or cryptic support of ideas

Offers somewhat obvious support that may be too broad

Offers solid but less original reasoning; assumptions are not always recognized or made explicit

Substantial, logical and concrete development of ideas. Assumptions are made explicit.

Reasoning Inappropriate or off-topic generalizations, faulty assumptions, errors of fact.

Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Contains some appropriate details or examples

Details are germane, original, and convincingly interpreted.

Use of sources/ documentation

Plagiarism at any level. Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas.

Uses relevant sources but lacks in variety of sources and/or the skillful combination of sources. Quotations and paraphrases may be too long and/or inconsistently or incorrectly referenced.

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Doesn’t overuse quotes, but may not always conform to required style manual.

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Combines material from a variety of sources, including personal observation, scientific data, authoritative testimony. Doesn’t overuse quotes.

Audience awareness Little or no awareness of audience or form’s requirements.

Stance is that of a novice attempting to please an expert

Stance is somewhat tentative and meets reader’s need with some skill

Stance is that of an expert who consistently and skillfully anticipates reader’s needs

Style Superficial and stereotypical language. Oral rather than written language patterns predominate

Sentences show very little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person

Sentences show some variety and complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex and employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience

Writing conventions: Grammar/Spelling/ Usage/Punctuation

Mechanical and usage errors so severe that writer’s ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws

Few mechanical and usage errors, errors do not interfere with meaning.

Essentially error free. Evidence of superior control of diction

Presentation Essay looks untidy and does not follow basic formatting rules (e.g. Margins, headers and subheaders)

Essay looks fairly neat but violates some formatting rules

Essay looks fairly neat but violates some formatting rules

Essay looks neat, crisp, and professional, follows formatting rules

This rubric has been designed to assist students and instructors in clarifying the strengths and weaknesses in a piece of writing, and to establish standards. Please be aware that writing assignments have requirements that are specific and that the grading of an assignment will take into account not only the strengths and weaknesses of the final written piece, but also whether or not other specified requirements have been met, and to what extent they have been met. An essay will not pass if it plagiarizes at any level, does not meet minimum page requirement, does not address the assignment, or does not meet Trine University academic writing standards.