English Assessment Writing Rubric

Resources:

Rubric First-Year Outcome:
Beginning Competencies
Second-Year Outcome:
Developing Competencies
Third-Year Outcome:
Practicing Competencies
Fourth-Year Outcome:
Accomplished Competencies

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Writing Rubric

Purpose and Audience The writing meets the requirements of the assignment, engages the audience, and demonstrates a basic familiarity with audience and purpose appropriate for the particular discipline and/or genre for which the student is writing.

The writing meets the requirements of the assignment, engages the audience, and demonstrates an average familiarity with audience and purpose appropriate for the particular discipline and/or genre for which the student is writing.

The writing meets the requirements of the assignment, engages the audience, and demonstrates an above average facility with audience and purpose appropriate for the particular discipline and/or genre for which the student is writing. The writing meets the requirements of the assignment, engages the audience, and demonstrates a proficient facility with audience and purpose appropriate for the particular discipline and/or genre for which the student is writing.
Main Idea The writing is clear and focused; reader can understand the main idea (e.g., thesis, focus, hypothesis, research question, etc.). The writing is clear and focused; reader can easily understand the main idea (e.g., thesis, focus, hypothesis, research question, etc.). The writing is clear and focused; reader can easily understand the main idea (e.g., thesis, focus, hypothesis, research question, etc.). The main idea is incorporated into the text in a manner appropriate for the discipline and genre. The writing is clear and focused; reader can easily understand the main idea (e.g., thesis, focus, hypothesis, research question, etc.). The manner in which the main idea is presented in the text demonstrates proficiency with the expectations of the discipline and genre.
Development and Support Supporting details are suitable to audience and purpose; material drawn from external sources is incorporated into the text. Reasoning is sound and does not contain logical fallacies. Supporting details are suitable to audience and purpose; material drawn from external sources is incorporated into the text. Reasoning is sound and does not contain logical fallacies. In addition, the writing exhibits a basic familiarity with the questions, values, and methods used by the particular discipline and/or genre in which the student is writing. Supporting details are suitable to purpose and audience; material drawn from external sources is synthesized and integrated into the text. Reasoning is sound and does not contain logical fallacies.
In addition, the writing exhibits an above average use of subject matter that provides an adequate demonstration of the student’s growing familiarity with the questions, values, and methods used by the particular discipline and/or genre in which the student is writing.
Supporting details are suitable to purpose and audience; material drawn from external sources is synthesized and integrated into the text.
In addition, the writing exhibits a proficient command of the subject matter that reveals an adept demonstration of the student’s ability to relate disciplinary content to practical examples and applications. The student uses sound reasoning and provides a comprehensive analysis of details, facts and concepts demonstrating the student’s proficiency in his/her field of study.
Organization Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing; developed introduction and conclusion. Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing; developed introduction and conclusion. In addition, the student demonstrates a beginning understanding of how to appropriately organize his/her work for the particular discipline and/or genre in which the student is writing. Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing; developed introduction and conclusion. In addition, the student demonstrates an above average understanding of how to appropriately organize his/her work for the particular discipline and/or genre in which he/she is writing. Organization is clear and coherent; order and structure are present; clear sequencing and paragraphing; developed introduction and conclusion. In addition, the student demonstrates a proficient understanding of how to appropriately organize his/her work for the particular discipline and/or genre in which he/she is writing.
Style The style is appropriate for the rhetorical context and the language choices suit the audience. The writing is clear and language is appropriate to the rhetorical context and audience but may call attention to itself in minor ways (e.g., the purpose of this paper is...; I feel that...; etc.). The student is beginning to use language in a way that is appropriate for the particular discipline and/or genre in which the student is writing. The writing is clear and language use is precise. The student makes above average use of language in a way that is appropriate for the particular discipline and/or genre in which the student is writing.
 

The writing is clear and language use is precise. The student makes proficient use of language in a way that is appropriate for the particular discipline and/or genre in which the student is writing.
Sentence Structure The writing demonstrates a basic understanding of Standard Written English (only a few if any patterns of error; any patterns of error reflect common proofreading errors only; and errors rarely detract from meaning) in a manner that is sensitive to genre and rhetorical situation. The writing demonstrates an average understanding of the conventions of Standard Written English (only a few if any patterns of error; any patterns of error reflect common proofreading errors only; and errors rarely detract from meaning) in a manner that is sensitive to genre and rhetorical situation. The writing demonstrates an above average understanding of the conventions of Standard Written English (very few typographical errors only) in a manner that is sensitive to genre and rhetorical situation. The writing demonstrates proficiency and fluency in the use of the conventions of Standard Written English (essentially error-free) in a manner that is sensitive to genre and rhetorical situation.
Mechanics & Punctuation Contains some errors of punctuation, spelling, and/or capitalization. Errors do not usually interfere with meaning. Formatting incorrect in a few places.  Contains few punctuation, spelling, or capitalization errors. Few formatting errors.  Contains rare punctuation, spelling, and/or capitalization errors. No formatting errors. Virtually free of punctuation, spelling, capitalization errors; appropriate format and presentation for assignment.
Vocabulary & Word Usage Errors of diction, and usage, while evident, do not interfere with readability. Ordinary vocabulary range, mostly accurate; some colloquial terms. Good vocabulary range and accuracy of usage. Exceptional vocabulary range, accuracy, and correct and effective word usage.
Citing Sources Any material drawn from a source is properly documented and cited. Any material drawn from a source is credible and relevant and is properly documented and cited. Any material drawn from a source is properly cited and documented in a format that is appropriate for the particular discipline and/or genre in which the student is writing. Any material drawn from a source is properly cited and documented in a format that is appropriate for the particular discipline and/or genre in which the student is writing.

Rubrics have been culled from these sources:

  • America Public University. “Undergraduate Writing Rubric (Lower Level).” Learning Outcomes Assessment. http://www.apus.edu/Learning-Outcomes-Assessment/Initiatives/Rubrics-Program/Rubrics-Lower-level.htm
  • America Public University. “Undergraduate Writing Rubric (Upper Level).” Learning Outcomes Assessment. http://www.apus.edu/Learning-Outcomes-Assessment/Initiatives/Rubrics-Program/Rubrics-Upper-Level.htm
  • Illinois State University. PORTFOLIO GRADING STANDARDS: LANGUAGE AND COMPOSITION (ENGLISH 101). http://www.english.ilstu.edu/writingprogram/Grading.PDF
  • Mankato State University. General Education Goals and Competencies for English. http://english.mnsu.edu/genedgoals.htm
  • Oregon Department of Education. Official Scoring Guide, Writing.  http://www.ode.state.or.us/teachlearn/testing/scoring/guides/2004-05/writingscoringguide0405.pdf
  • Saint Mary’s College School of Extended Education. College-Level Writing Rubric. http://www2.bakersfieldcollege.edu/jfulks/basicSkills%20course_coding/Example_Writing_Rubric.pdf

Adopted by SmSUFA on November 12, 2015

Last Modified: 6/20/17 9:45 AM