Plato’s Allegory to Life Today

Writing Rubric Assessing Student Writing and Analytical Skills

(adapted from: Barbara Walvoord. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education, San Francisco: John Wiley & Sons, 2010, p.107)

This rubric is intended to give you insight into good writing practice and will also give you a general notion as to how professors, including me, evaluate student writing. I hope you find it helpful!

5 (139 – 150 points)

4 (126 - 138 points)

3 (113 – 125 points)

2 (98 – 112 pts.)

1 (0-97 points)

Thesis: The thesis of the paper is specific, clear, complex, and challenging. It does not merely state the obvious or exactly repeat others’ viewpoints, but creatively and thoughtfully opens up our thinking about the work.

The thesis is both clear and reasonably complex.

The thesis of the paper is clear. It takes a stand on an issue, though the thesis may be unimaginative, largely a recapitulation of readings and class discussion, and/or fairly obvious.

Thesis is relevant to the assignment. It is discernible, but it is somewhat unclear, the reader has to work to understand it.

Thesis is irrelevant to the assignment and/or not discernible.

Complexity and Originality: The essay is unusually thoughtful, deep, insightful, creative, and far-reaching in its analysis. The writer explores the subject from various points of view, acknowledges alternative inter- pretations, and recognizes the com- plexity of issues. Other works we have read and ideas we have discussed may also be integrated as relevant. The essay shows a curious and engaged mind at work.

The essay is thoughtful, insightful and extensive in its analysis. It acknowledges alternative interpretations and recognizes complexity in literature and in life. Some other works may be integrated as relevant.

The writer goes somewhat beyond merely paraphrasing someone else’s point of view, sometimes stating common knowledge or repeating what was discussed in the course. AND/OR the essay does not integrate other relevant works we have read.

Writer moves only marginally beyond common knowledge, merely paraphrasing someone else’s point of view or mostly repeats what was already discussed or presented in class.

The paper is practically mere paraphrase or repetition.

Reasoning, Organization, Coherence: The reader feels that the writer is in control of the direction and organization of the essay. The essay follows a logical line of reasoning to support its thesis and to deal with counter-evidence and alternative viewpoints. Sub-points are fashioned so as to open up the topic in the most effective way. Includes thoughtful and seamless transitions.

The writer is in control of the direction and organization of the essay most of the time. The essay generally and usually follows a logical line of reasoning to support its thesis with at least 1 alternative viewpoint, avoids redundancy.

As for “4" but sub- points may not be designed to open up the topic in the most effective way.

Essay has some discernible main points, but is not developed very logically and/or includes some redundancies. Reader often has to imagine some transitions.

The essay has no discernible plan of organization and/or fails to make clear connections between points raised.

Evidence, Support: The writer’s claims are backed with evidence from the texts, works we have read, secondary sources, and/or sensible reasoning. The writer assumes the reader has read the work and does not spend endless time repeating the plot, but the writer refers richly and often to details, events and the text(s) to support his/her points.

The writer’s claims and interpretations are generally backed with at least some evidence from the works. The writer refers to events in the work but assumes the reader has read it, avoids repeating plot at length.

As for “4" but less support, fewer rich details, the writer may occasionally drop into mere plot summary.

The writer’s claims are sometimes backed with evidence. The paper descends at times into plot summary.

The paper is general and primarily plot summary.

5 (139 – 150 points)

4 (126 - 138 points)

3 (113 – 125 points)

2 (98 – 112 pts.)

1 (0-97 points)

Style: The language is clear, precise, and elegant. It achieves a scholarly tone without sounding pompous. It is the authentic voice of a curious mind at work, talking to others who have read the text(s). Ideas expressed articulately. Varies vocabulary to avoid redundancy.

The language is clear and precise.

The language is understandable throughout.

The language is sometimes confusing or vague, may include unclear colloquialisms. Some sentences require occasional re-readings.

The language is often confusing. Sentences and paragraphs may require re- reading and significant reader effort.

Sources: The essay integrates primary and/or secondary sources smoothly. It quotes when the exact words of another author are important, and otherwise paraphrases. It does not just string together secondary sources, but integrates them as support for the writer’s own thinking. Each source is identified in the text, with some statement about its author; there are no quotes just stuck into the text without explanation.

As for “5" but sources may sometimes be quoted with little contextual explanation or proper integration AND/OR writer may use direct quotation and paraphrase in less than optimal ways.

The essay does not just string together primary and/or secondary sources, but uses them sparingly sometimes as if self-evident to supposedly support the writer’s own thinking.

The essay strings together primary and/or secondary sources, often failing to integrate them explicitly.

There is no use of primary or secondary sources.

Grammar, Punctuation, Formatting: There are no discernible departures from Standard Edited Written English (ESWE), correct spelling, punctuation and formatting.

There are almost no departures from ESWE or punctuation or spelling errors.

There is no more than one departure from ESWE per page. May include one or two spelling or punctuation errors.

There are more than 2 departures from ESWE per page, some misspellings and/or punctuation errors.

Some portion of the essay is difficult to read because of departures from ESWE and proper spelling and punctuation.