Observation

Center for Distance Education ENG1105

OBSERVATION ESSAY RUBRIC Name:________________________________

CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER

Establishes

Subject

Defines and describes subject

thoroughly, correctly and creatively,

anticipating audience familiarity

correctly; convinces audience in a

compelling way that subject merits

significant, insightful observation

Defines and describes subject

correctly, mostly anticipating

audience familiarity; convinces

audience that subject merits

insightful, intentional observation.

Defines and describes subject with some

depth; shows a small degree of audience

awareness of subject; somewhat

convinces audience that subject merits

intentional observation.

Subject is not clearly defined or

described; subject misrepresented by

writer; displays little to no awareness of

audience familiarity; does not convince

audience that subject merits insightful

observation

Presentation of

Subject

Overall view of topic is compelling,

lucidly stated early and concisely; is

consistently, effortlessly supported

throughout essay using vivid, active

descriptions of observations.

Overall view of topic is stated early

and mostly clearly; is consistently

supported throughout most of essay

using several vivid, active

descriptions of observations.

Overall view of topic is implied with

some coherence, but lacks precision –

struggles with genre; lacks vivid, active

descriptive support in several details.

Imagery struggles to convey connection

of thesis to observations

Overall view of topic is unclear or does

not fit the genre: supporting observations

lack descriptive relationship to subject

thesis or fall short of bringing images and

settings to life through vivid, active detail

and portrayal.

Development Development of subject is insightfully

appropriate to topic, conveying key

observation date with sensory appeals.

Organization of info effortlessly

facilitates reader’s grasp of subject

Development of subject is

compatible with topic’s data

although 1-2 areas sensory appeals;

organization of info is sound

Development of subject struggles – some

depth and some creative, sensory appeals.

Organization is difficult for reader to

follow in several places, distracting from

importance of topic

Weak development of subject; sensory

appeals are too few or missing;

organization style chosen for essay is ill-

fitting and the reader is left confused

about what is attempting to be conveyed.

Thematic

Impression

Writer’s insight into subject is astutely

implied or directly expressed through

intended weaving of recounted

observational data. Reader is able to

precisely recount author’s goal for

observation.

Writer’s insight into subject is

implied or expressed through

recounted observational data.

Reader is able to suggest author’s

intended goal for observation.

Writer’s insight into subject is suggested

through occasional expression of opinion.

Reader is unclear of author’s personal

impression of subject due to imprecise

relating of observations or their effect on

the author

Writer’s insight into subject is vaguely

suggested or absent. Writer simple related

facts from observations with little or no

commentary either expressed or implied.

Reader is left of uncertain of author’s

goal in observation.

Writer’s

Credibility

(Supporting

Research)

Uses personal experience and

significant, colorful interviews to

establish credibility, knowledge and

authority; presents a well-rounded

understanding of subject’s context and

significance

Uses personal experience and

interviews to establish credibility,

knowledge and authority; presents a

context to support understanding of

subject’s significance

Incorporates elements of personal

experience and interviews to establish

knowledge on subject; a context for

subject’s importance is detectable,

though not convincing

Authority on subject is questionable – has

not used personal experience or

interviews to establish relevance and

context of subject’s context to life

WRITING “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER

Style Writing is superior to collegiate-level in

content, arrangement and style, showing

rich variety and elegance in its sentence structures and word choices

Writing is more than merely adequate for

collegiate-level work, showing some

variety and elegance in its sentence structures and word choices

Writing is adequate for the collegiate level but

shows little variety and elegance in its

sentence structure and word choices

Writing is not adequate for the collegiate level;

no variety or elegance in its sentence structure;

word choice is generally bland and cliche

Organization Unified and consistent pattern of organization with an apt introduction,

graceful transitions and a vigorous

conclusion

Unified pattern of organization with an introduction, transitions and conclusion

Displays a pattern of organization with a distinguishable beginning, middle and end

Lacks a distinguishable sense of order to the content: no beginning, middle or end

discernable

Unity/Coherence Entire essay demonstrates coherence and

unity; essay has a controlling and sustained sense of purpose & an exceptionally mature

level of though

Entire essay demonstrates coherence and

unity; has a controlling sense of purpose and mature level of thought for the most

part

With only a few exceptions, essay

demonstrates unity and coherence; has some sense of controlling purpose

Overall essay lacks unity and coherence

between sections; purpose of essay is nearly or completely indistinguishable; lacks maturity of

thought

Mechanics Essay averages 1 error or fewer per page in

usage and punctuation rules covered thus

far in the course (including spelling)

Essay averages 2 errors per page in usage

and punctuation rules covered thus far in

the course (including spelling)

Essay averages 3 errors per page in usage and

punctuation rules covered thus far in the

course (including spelling)

Essay averages 4 or more errors per page in

usage and punctuation rules covered thus far in

the course (including spelling)