Technical writing/ summary

The following rubric provides guidelines that describe performance completing summary/evaluation memos.

The basic goals of the summary portion of your memo follow:

1. Condense the reading selection. (Be brief yet complete; no major ideas should be missing.)

2. Summarize completely. (Include the author's thesis, main points, and conclusions.)

3. Paraphrase. (Put the author's ideas into your own words.)

The basic goals of the evaluation portion of your memo follow:

1. Relate the reading to personal experience.

2. Use logical, well-developed examples to explain the response to the reading.

3. Demonstrate critical thinking.

Remember the CLASS system when reviewing the following descriptions: C=completeness, L=literacy, A=attitude, S=strategy, S=style.

THE A SUMMARY EVALUATION MEMO

C: The summary portion of the memo demonstrates superior understanding of all of the main ideas contained in the reading.  The evaluation portion of the memo relates those ideas to personal experience with appropriate, meaningful examples. L: Commits no serious or chronic errors in grammar and usage. A: Subordinates the reading material to personal experience. Is not intimidated by the ideas. S: Follows the assigned guidelines for completing S/E memos. S: Writes fluently and remains in control; varies sentences to reveal appreciation for rhythm; demonstrates a rich vocabulary.

THE B SUMMARY EVALUATION MEMO

C: The summary portion of the memo demonstrates a better than average grasp of all of the main ideas contained in the reading. The evaluation portion of the memo relates those ideas to personal experience with appropriate, meaningful examples. L: Commits no serious or chronic errors in grammar and usage, though an infrequent mistake may appear. A: Presents a complete summary and a thoughtful evaluation. S: Follows the assigned guidelines for completing S/E memos. S: Varies sentences and vocabulary to achieve an engaging style.

THE C SUMMARY EVALUATION MEMO

C: The summary portion of the memo demonstrates a clear grasp of all of the main ideas contained in the reading. The evaluation portion of the memo relates those ideas to personal experience but may not develop examples fully. L: Commits errors in grammar and usage that suggest review of mechanics is necessary. A: Attempts a thoughtful evaluation though examples may lack development. S: Makes one deviation from assigned guidelines for completing S/E memos. S: Resorts to a flat, "official" style that shows little variety of sentence structure or vocabulary.

THE D SUMMARY EVALUATION MEMO

C: The summary portion of the memo omits or demonstrates a misunderstanding of one or more of the main ideas contained in the reading. The evaluation portion of the memo uses illogical or irrelevant examples or uses no examples to related those ideas to personal experience. L: Commits serious, frequent errors in grammar and usage. A: Gives a terse summary or flippant evaluation. S: Makes two or more deviations from assigned guidelines for completing S/E memos. S: Creates sentence patterns that distract or confuse the reader.