Writing Rubric

Writing Rubric

Upper Half Papers

	A	B+	B-
Purpose	varies w/ each assignment
Audience	• effectively addresses a critical, literary audience with accurate assumptions of knowledge throughout the paper. • gears style & vocabulary for targeted audience.	• addresses the critical, literary audience with accurate assumptions of knowledge • is almost always consistent. • gears style & vocabulary for targeted audience.	• attempts to address the target audience, but it is not as clearly defined. • style / vocab. fluctuates
Organization	• logically developed & very well organized • excellent transitions allow the reader to move effortlessly through the argument	• logically developed & well organized • transitions allow the reader to move effortlessly through the argument	• displays competence in logical development but it may have occasional org. weaknesses in argument. • reader must supply information because ideas do not connect (transitions).
Paragraphs	• develop one idea fully & leave no unanswered questions • argumentative topic sentences • all ¶s clearly relate back to the thesis • keyword transitions -- each ¶ is related clearly & smoothly to the other • unity & coherence within & between ¶s provides interesting, insightful, and original analysis or presentation of info.	• develop one idea fully • relate back to the thesis argumentative topic sentences • key word or standard transitional words to show how each ¶ is related clearly & smoothly to the other • unity & coherence within & between ¶s provides interesting and insightful analysis or presentation of info.	• develop one idea, but are less detailed • relate to the thesis not always argumentative • reasonable transitions-- show how ¶ relate to each other; some awkwardness or lapse in links • attempt unity & coherence within ¶s provides interesting & insightful analysis or presentation of info.
Introduction	• sharp & confident opening sentence. • immediately engages the reader • moves from broad to specific. • strong, insightful thesis that clearly states paper's main points	• strong beginning. • interesting • moves from broad to specific. • insightful thesis that presents the main issues, but stated less effectively	• good beginning • slightly lacks appeal • attempts to move from broad to specific • somewhat of an insightful thesis, but may be undeveloped so that the reader is unsure of the aim.
Conclusion	• adheres to topic • interesting & thought provoking (gives broader implications) • concise /not redundant • leaves reader with a clear understanding of the issue's importance & something to think about makes a lasting impression	• adheres to topic • somewhat thought provoking (gives broader implications) • concise / not too redundant • leaves reader with an understanding of the issue's importance	• adheres to topic but may not be thought provoking (gives broader implications) • may not leave the reader with a sense of the issue's importance • slightly redundant
Evidence	• strong & varied evidence from a variety of reliable/expert sources • support thesis well • very well integrated (uses attributive tags when necessary) • specific (concrete) examples that support the argument. • relevant & interesting.	• clear evidence from a variety of reliable/ expert sources • supports thesis • well integrated • contain sufficient specific evidence that is relevant to the argument. • relevant & interesting.	• from a variety of sources, but the sources are not always from experts. • relevant, concrete, & interesting • but not always appropriate to the thesis nor sufficient.

Style & Tone	• sophisticated (mature) & authoritative • suits audience • excellent sentence variety • clear & concise • tone is always formal, subjective & impersonal addresses all problem spots listed on style checklist & other style workshops	• slightly less stylistically sophisticated (mature). • suits audience • adequate sentence variety • clear & concise • tone is formal, subjective & impersonal. addresses all problem spots listed on style checklist & other style workshops	• competent use of sentence variety; interesting, but do NOT steadily hold reader's interest • fairly concise (some choppiness & wordiness) • tone is not always formal, subjective & impersonal addresses several problem spots listed on style checklist & other style workshops
Mechanics	• free of mechanical & grammatical errors • correct MLA format	virtually free of mechanical & grammatical errors • correct MLA format	• competence in mechanics & grammar • few surface errors • minor MLA doc. errors

Lower Half Papers

C D F

Purpose All the problems of a "D" and more!

Audience • reveals some confusion about the target audience.
• addresses audience on an inappropriate level. • fails to address target audience or addresses multiple audiences

Organization • attempts organization.
• flaws reveal inconsistency; the argument does not flow logically. • difficult to understand because argument is disorganized & moves randomly from point to point

Paragraphs do not
• develop one idea
• always relate to the thesis
• always relate to each other • develop several ideas in 1 ¶
• do not relate to the thesis
• do not relate to each other

Introduction • some focus, but it does not prepare the reader for the argument.
• ambiguous thesis, which isn't very insightful. • no thesis
• disjointed
• dull

Conclusion • summarizes the argument
• shows very little recognition of the issue's significance & is not thought provoking • all summary
• leaves reader confused
• no contribution to understanding

Evidence • lack of evidence or insufficient
• does not support the thesis
• unreliable • unclear &/or irrelevant support
• thesis not supported

Style & Tone • little variety & choppy
• mostly short sentences
• wordy
• vague
• frequent change in tone • shows no concern for sentence variety
• extremely wordy & choppy
• very vague
• confusing

Mechanics • severe surface errors
• poor MLA documentation • many serious surface errors
• no documentation

	C	D	F
Purpose			All the problems of a "D" and more!
Audience	• reveals some confusion about the target audience. • addresses audience on an inappropriate level.	• fails to address target audience or addresses multiple audiences
Organization	• attempts organization. • flaws reveal inconsistency; the argument does not flow logically.	• difficult to understand because argument is disorganized & moves randomly from point to point
Paragraphs	do not • develop one idea • always relate to the thesis • always relate to each other	• develop several ideas in 1 ¶ • do not relate to the thesis • do not relate to each other
Introduction	• some focus, but it does not prepare the reader for the argument. • ambiguous thesis, which isn't very insightful.	• no thesis • disjointed • dull
Conclusion	• summarizes the argument • shows very little recognition of the issue's significance & is not thought provoking	• all summary • leaves reader confused • no contribution to understanding
Evidence	• lack of evidence or insufficient • does not support the thesis • unreliable	• unclear &/or irrelevant support • thesis not supported
Style & Tone	• little variety & choppy • mostly short sentences • wordy • vague • frequent change in tone	• shows no concern for sentence variety • extremely wordy & choppy • very vague • confusing
Mechanics	• severe surface errors • poor MLA documentation	• many serious surface errors • no documentation