- Rhetorical Awareness
- Writing demonstrates ability to analyze genres and conventions and apply analysis to assignments.
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- Writing represents creative, insightful work that clearly responds to assignments.
- Analysis of relationships among context, audience, and purpose is the basis of an understanding of genres and conventions applied by the writer.
- Concepts and/or terms at the center of Writing 2 are used to create insightful and well-developed analyses.
- Analysis clearly explains conventions (e.g., patterns of use, language), drawing on ideas from the course, that contribute to the formation of genres.
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- Writing represents thoughtful, thorough work in response to assignments.
- Analysis of context, audience, and purpose is clearly connected to the choices of genres and conventions.
- Concepts and/or terms at the center of Writing 2 are used to create well-developed analyses.
- Analysis includes identification of elements (e.g., patterns of use, language), drawing on ideas from the course, that contribute to the formation of genres.
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- Writing represents competent work in response to assignments.
- Context, audience, purpose, genres, and conventions are identified.
- Consideration of concepts and/or terms at the center of Writing 2 is evident in analyses.
- Identification of elements (e.g., patterns of use, language), drawing on ideas from the course, is mentioned.
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- Writing does not completely address all major aspects of the assignments.
- Relationship between genre, purpose, audience, and context is unclear in important ways that affect the paper's ability to be effective.
- Connections between analyses and concepts and/or terms used in Writing 2 are not evident.
- Patterns of use are not identified, their relationship to analysis is not clear, and/or the connection to ideas from the course is not evident.
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- Analysis
- Writing demonstrates critical inquiry and insight; it also demonstrates thoughtful and considered approaches to course assignments. Analysis incorporates evidence from multiple perspectives. Writing asks
how and why questions in ways that go beyond summary; it represents answers in the writer's own interpretive voice.
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- Writing is organized around well-developed analyses that thoughtfully and insightfully respond to assignments.
- Connections between specific ideas and the larger analysis in the paper are clear, thorough, and compelling.
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- Writing is clearly organized around analyses that clearly respond to assignments.
- Specific ideas are connected to the larger analysis.
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- Writing is organized around analyses that mostly respond to assignments.
- Individual ideas are included but lack focus.
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- Analysis in the writing is unclear or difficult to connect to assignments.
- Contains analysis but primarily summarizes.
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- Use of Evidence
- Writing demonstrates ability to identify, read, and use material from relevant/appropriate sources, related to the purposes of the writing and the assignment, to further the discussion or argument.
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- Evidence is appropriate, credible, and used to develop the ideas in the writing.
- Evidence is directly related to larger claim that communicates the claims made in the writing's larger focus, and within each section (paragraph or otherwise) of the work.
- Writing shows variety in use and integration of evidence (quote, paraphrase, summary) to propel the analysis.
- Evidence is integrated seamlessly into the writing using conventions appropriate to the genre.
- All evidence is cited appropriately and correctly. Citations conform to the standards of MLA style without error.
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- Evidence is appropriate, credible, and clearly related to the ideas in the writing.
- Evidence is clearly linked to the writing using conventions appropriate to the genre.
- Writing shows some variety in use and integration and evidence that contributes to the analysis.
- Evidence is consistently related to larger interpretative claims made in the writing's larger focus and in each section.
- All evidence is cited appropriately and correctly. Citations primarily conform to the conventions of MLA style guides without error.
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- Evidence is appropriate and credible. Connections to the ideas in the writing are generally present.
- Evidence is generally linked to the writing using appropriate conventions.
- Writing shows formulaic use and integration of evidence without variety (e.g., evidence is always
for example rather than used to expand, develop, or build upon writer's analysis; or use of evidence is always merely an appeal to authority, without an examination of the authority's position).
- Evidence is inconsistent, vacillating between sophisticated and simplistic/reductive uses.
- All evidence is cited correctly. Citations generally conform to the conventions of MLA style guides; however, there are inconsistencies or occasional violations.
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- Evidence is inappropriate and/or not credible.
- Connections between evidence and the ideas in the writing are difficult to discern.
- Attempts to incorporate evidence and make connections between evidence and analysis are not evident.
- Writing shows inconsistent and/or inadequate use and integration of evidence.
- Some or all evidence is incorrectly cited. Citations rarely conform to the conventions of MLA style guides.
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- Writing Process, Revision, and Reflection
- Writing demonstrates that the author has analyzed her/his work in light of elements emphasized in the course (and described in this rubric) and made conscious improvements to the writing to address these elements. Reflection describes the writer's process, acknowledging how feedback (from instructors, peers, and any others) was used, and why
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- Writing shows attention to and use of processes for writing and reflection to consistently improve analysis, clarity, cohesion, and focus.
- Elements of writing processes (e.g., brainstorming, drafting, revising, and editing) consistently advance the purpose of the writing through development of ideas, i.e., conceptualization and refinement.
- Choices made in revision and editing processes are clearly connected to analyses of purpose(s), audience(s), and context(s) for the writing and the genre(s) in the portfolio.
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- Writing shows attention to and use of process and reflection to frequently improve analysis, clarity, cohesion, and focus.
- Elements of writing processes frequently advance the purpose of the writing through development of ideas, i.e., conceptualization and refinement.
- Choices made in the revision and editing processes are frequently connected to analyses of purpose(s), audience(s), and context(s) for the writing and the genre(s) included.
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- Writing shows attention to and use of process and reflection to generally improve analysis, clarity, cohesion, and focus.
- Elements of writing processes generally advance the purpose of the writing through development of ideas.
- Choices made in revision and editing processes are generally connected to analyses of purpose(s), audience(s), and context(s) for the writing and the genre(s) included.
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- Writing shows minimal attention to and use of process and reflection to improve analysis, clarity, cohesion, and focus.
- Elements of writing processes do not seem to contribute to the writing.
- Revision and editing processes are not clear. Connections to analyses of purpose(s), audience(s), and context(s) for the writing are not evident.
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- Editing Processes
- Writing demonstrates understanding and use of appropriate conventions of syntax, mechanics, and diction appropriate to the genre(s).
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- Writing shows attention to and use of a consciously employed process to consistently improve conventions of form, style, syntax, and citation.
- Syntax and mechanics are consistently correct, based on analysis of the context, audience, and purpose of the writing.
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- Writing shows attention to and use of a process to frequently improve conventions of form, style, syntax, and citation.
- Conventions of syntax and mechanics are generally correct and advance the purpose of the work based on analysis of the context, audience, and purpose of the writing.
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- Writing shows occasional attempts to use a process to improve conventions of form, style, syntax, and citation.
- Syntax and mechanics are generally correct based on analysis of the context, audience, and purpose of the writing.
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- Writing shows few attempts to improve conventions of form, style, syntax, and citation.
- Syntax and mechanics are generally correct based on analysis of the context, audience, and purpose of the writing.
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