Supply chain Term paper (Due in 24 hours)

OC-996-1211

RUBRIC TO ASSESS WRITTEN COMMUNICATION COMPETENCY

Florida Institute of Technology ■ Department of Extended Studies 150 West University Boulevard, Melbourne, FL 32901-6975 ■ (321) 674-8123

[email protected] ■ http://es.fit.edu

This rubric will be used to evaluate written communication in the final capstone project in an ESD specialized master’s program.

Competency in written communication is defined as the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing text, data and images. Written communication abilities develop primarily through iterative experiences across the curriculum.

Course Number/Title __________________________________________________________________Semester/Year_______________________

Student/Group Name _____________________________________________________________________________________________________

Evaluators ______________________________________________________________________________________________________________

Student Learning Objectives

5 = Excellent (90–100 points = A)

4 = Very Good (80–89 points = B)

3 = Satisfactory (70–79 points = C)

2 = Poor (60–69 points = D)

1 = Unsatisfactory (<59 points = F)

Earned Score

Context of and Purpose for Writing: Will clearly state purpose of the written report and how it meets the assigned tasks within context of the project.

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).

Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience’s perceptions and assumptions).

Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).

Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).

Content Development: Will clearly convey mastery over the topic and the whole of assigned tasks.

Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

Uses appropriate and relevant content to develop and explore ideas through most of the work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Little or no use of appropriate and relevant content to develop ideas in the work.

Genre and Disciplinary Conventions: Will evidence logic in the organization and content treatment of topics in the appropriate presentation style.

Demonstrates detailed attention to and successful execution of a wide range of conventions particular to the specific discipline and writing task.

Demonstrates consistent use of important conventions particular to a specific discipline and writing task(s).

Follows basic expectations appropriate to a specific discipline and writing.

Attempts to use a consistent system for basic organization and presentation.

Little or no attempt to use a consistent system for basic organization, or uses inappropriate for the discipline.

Sources and Evidence: Will evidence high-quality, credible sources with appropriate style citations.

Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Demonstrates an attempt to use credible, relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Uses poor sources to support ideas in the writing. Some are appropriate for the discipline and genre of the writing.

Uses a very limited number of sources inappropriate sources to support ideas in the writing. Or are not appropriate for discipline and genre of the writing.

Control of Syntax and Mechanics: Will evidence clarity of expression and meaning in skillful presentation of the topic.

Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.

Uses straightforward language that conveys meaning to readers with clarity. The language has few errors.

Uses language that generally conveys meaning to readers with clarity. The language includes some errors.

Uses language that sometimes impedes meaning because of errors in usage.

Uses poor language. Impedes the meaning because of errors in usage.

Average score: written communication =

1. Course NumberTitle:
2. SemesterYear:
3. StudentGroup Name:
4. Evaluators:
5. Control of Syntax:
6. Sources and Evidence:
7. Genre:
8. Content Development:
9. Context:
10. Average Score: 0