Writing Rubric

 (I am) Superman
REM

Stairway to Heaven
Led Zeppelin 

 Ball of Confusion
(That's What the World is Today)
Temptations

Highway to Hell
AC/DC
 

Critical Thinking

Analysis

Synthesis

Evaluation

Interpretation

Insight

Resolution of conflicting ideas or information

 

Skillfully explores the complexity of the issues

Explores the complexity of the issues

Superficially or inadequately recognizes the complexity of the issues

Does not recognize the complexity of the issues

Skillfully recognizes and discusses conflicting ideas, interpretations or sources

Recognizes and discusses conflicting ideas, interpretations or sources 

Superficially or inadequately discusses conflicting ideas, interpretations or sources

Does not discusses conflicting ideas, interpretations or sources

Displays evidence of insightful critical textual analysis (implicit as well as explicit)

Displays some evidence of critical textual analysis but lacks depth of understanding

Displays superficial or limited understanding of text, more descriptive than analytic; Relies on summary or opinion instead of analysis; Ineffectively synthesizes the information; Forms limited conclusions based on limited examination of information

Demonstrates inadequate or inaccurate understanding of the text; Attempts at analysis or insight are confused or inappropriate or non-existent; Demonstrates major errors in understanding

Develops a truly original idea that provokes the reader to think

Displays some original thinking

Lacks evidence of original thinking  

Demonstrates no original thinking

Develops ideas completely to form a unified whole; Sustains control over a thesis/controlling idea

Develops ideas to form a unified whole

 

Develops superficial, inappropriate or unsuccessful connections among ideas

Develops no connections among ideas

Thesis or controlling idea is sharply focused, arguable, and well-developed

Thesis or controlling idea is consistent and controlled but may not be as focused, arguable, and well-developed as those in top category

Thesis or controlling idea is limited, confused, partially developed, and/or not arguable, and only addresses the issues somewhat

Thesis (if appropriate) is nonexistent or irrelevant

Content Mastery

Evidence: 

§          Details, nuances, and subtleties

§          Elaboration

Demonstrates sophisticated, accurate and insightful use of evidence;

Demonstrates accurate use of evidence;

Demonstrates only sketchy or insufficient use evidence

Demonstrates almost no use of evidence;

Skillfully demonstrates a sophisticated understanding of details, nuance, subtleties and ambiguities of the content

Demonstrates accurate understanding of details, nuances and subtleties of the content

May have content errors

 

Uses confused or inappropriate evidence

 

Elaborates and develops ideas with rich and substantive evidence, balancing shorter examples with more extended anecdotes; Primary and secondary ideas are developed in proportion to their significance

Utilizes appropriate evidence and elaboration but does not balance the types of examples with the same sophistication as those in the top category

Shows some understanding of details, nuances and subtleties of the content; Lacks ability to elaborate and develop ideas; Relies on  vague, oversimplifications rather than in-depth subject knowledge; may have minor errors.

Contains major content errors; Shows insufficient understanding of or makes no effort to understand details, nuances and subtleties of the content

Presentation of Work

 

Organization

§          Clarity

§          Fluency

Transitions

Personal Voice and Style:

§          rhetorical devices such as repetition, transition, emphasis, control of tone, and the achievement of emphasis through parallelism and antithesis

§          Knowledge of Audience

§          Tone

Language Specific to Purpose

Grammar, Mechanics and Usage:

§          Subject-verb agreement; run on sentences; fragments, pronoun case errors; comma use; pronoun-Antecedents; verb tense, active and passive voice; Dangling and misplace modifiers; usage and confusables; parallel structure

§          Sentence construction

Demonstrates logical organization where each paragraph enlarging and deepening the meaning or central idea; organization may or may not be conventional; Shows exceptional clarity and fluency

Demonstrates logical organization but lacks the sophistication of those devices used in the top category; Shows clarity and fluency

Demonstrates acceptable organization; Shows some clarity and fluency

Disorganized; Demonstrates a lack of clarity and fluency; Writes in an unclear and choppy manner

Transitions work well; Skillfully blends quotations

Transitions are obvious or generic; Blends quotations

Transitions and blending of quotations are Inconsistent or awkward

No transitions; Does not blend quotations

Exhibits personal voice and style because the writer knows the effect language has on their audience; The personality of the writer is evident; the writer’s enthusiasm and/or interest brings the topic to life; the writing is natural and compelling; the tone is appropriate and consistently controlled; the overall effect is individualistic, expressive, and engaging; includes the language specific to purpose

Exhibits personal voice and style but lacks the sophistication of those devices used in the top category

False and forced voice; generic style because hasn’t yet developed the strategies necessary; does not take their audience into consideration

Lacks personal voice and style

Follows appropriate style guide (e.g. MLA)

Follows appropriate style guide; sometimes lacks accuracy

Relies on links, not citations

Style guide? Wa zat?

Consistently applies rules of grammar, mechanics and usage accurately

Consistently applies most rules of grammar, mechanics and usage; still learning

Lacking experience with or knowledge of rules of grammar, mechanics and usage evidenced by frequent errors

Ignores or is ignorant of rules of grammar, mechanics and usage