Rubric Examples



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4 OUTSTANDING


Appropriateness: The writer fulfills or exceeds all of the assigned content requirements.

Accuracy: The writer's knowledge of the subject is accurate throughout.

Extensiveness: The writer exhibits convincing range and quality of knowledge, having done appropriate research, if applicable.

Perspective: The information presented reveals the writer's assimilation and understanding of the material. The writer is convincingly aware of alternative points of view AND of implications beyond the immediate subject.


3 EFFECTIVE


Appropriateness: The writer fulfills the important content requirements of the assignment.

Accuracy: The writer's knowledge of the subject is accurate throughout except in minor details.

Extensiveness: The writer seems informed on the subject, having done appropriate research, if applicable.

Perspective: The information presented reveals the writer's assimilation and understanding of the material. The writer seems aware of alternative points of view OR of implications beyond the immediate subject.


2 ADEQUATE


Appropriateness: The writer fulfills some of the important content requirements of the assignment.

Accuracy: The writer's knowledge of the subject is generally accurate, though flawed.

Extensiveness: The writer exhibits limited range or quality of knowledge, having done minimal appropriate research, if applicable.

Perspective: The information presented reveals that the writer has only partially assimilated or understood the material. The writer shows some awareness of alternative points of view OR of implications beyond the immediate subject.


1 INEFFECTIVE


Appropriateness: The writer fails to address the important requirements of the assignment.

Accuracy: The writer's knowledge of the subject is generally inaccurate.

Extensiveness: The writer's knowledge of the subject lacks range or quality.

Perspective: The information presented reveals the writer's failure to assimilate or to understand the material. The writer's assertions lack awareness of alternative points of view AND of implications beyond the immediate subject.


Objective B. Students' writing will demonstrate awareness of the reader. This criterion concerns the writer's awareness of a known, assumed, or likely reading audience. In demonstrating this awareness, the writer must accommodate the reader's attitudes toward or familiarity with the subject, as well as the reader's comprehension level. The writer's development, diction, and emphasis will reflect the degree to which the writer has identified and is addressing those readers.

4 OUTSTANDING


Development: The writer's explanations and uses of evidence, illustrations, or other definitive details are highly appropriate for the reader.

Diction: The writer's word choices clearly demonstrate an awareness of the reader. The language seems deliberately chosen to aid the reader's understanding of the subject (including definitions where appropriate).

Emphasis: The writer's discussion or argumentation is consistently clear and appropriate to the reader and to the purpose. In emphasizing important points, the writer uses evidence logically and carefully.

3 EFFECTIVE


Development: The writer's explanations and uses of evidence, illustrations, or other definitive details are generally appropriate for the reader

Diction: The writer's word choices demonstrate an awareness of the reader. The language is consistent and seems generally appropriate to the reader's understanding of the subject (including definitions where appropriate).

Emphasis: The writer's discussion or argumentation is generally clear and appropriate to the reader and to the purpose. In emphasizing important points, the writer generally uses evidence logically and carefully.

2 ADEQUATE


Development: The writer makes some attempt to provide evidence, illustrations, or other definitive details for the reader, but some information is either extraneous or insufficient.

Diction: The writer's word choices indicate an awareness of the reader, but the identity of the reader is either unclear or inappropriate in some respects. Although the vocabulary seems fairly consistent, the language seems chosen more for the writer's convenience than for the reader's understanding.

Emphasis: The writer's discussion or argumentation is generally clear or appropriate to the reader and to the purpose, but may be lacking in some aspect of the use of logic or evidence.

1 INEFFECTIVE


Development: The writer generally lacks an awareness of the reader, for the discussion lacks evidence, illustrations, or other definitive details.

Diction: The writer's word choices fail to reflect an awareness of the reader because either the vocabulary or the reference to the reader is inconsistent or inappropriate.

Emphasis: The writer's discussion or argumentation is generally unclear or inappropriate to the reader and to the purpose. The writing lacks emphasis, or is seriously defective in the use of logic or evidence.
Objective C. Student's writing will reflect organization appropriate to the purpose and to the interaction between writer and reader. This criterion considers the structure and the coherence of the presentation. Structure refers to the way the writer achieves unity by focusing and ordering the paragraphs or sections of the material. Coherence refers to the way the writer connects the ideas to provide continuity from point to point and throughout the text. These aspects of organization might vary according to the intended reader and the purpose for writing.

4 OUTSTANDING


Structure: Writer focuses and orders the material to convey a unified point or effect (either stated or implied).

Coherence: The writer provides clear and consistent movement within and between paragraphs and from beginning to end.




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