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Writing Assignments
Writing Assignments
Rubric Code:
Z4439X
By
kmedio
Ready to use
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
Undergraduate
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Criterion
4 pts
3 pts
2 pts
1 pts
0 pts
Ideas
4
Addresses topic and excels in responding to assignment, interesting; demonstrates thoughtful sophistication. Central ideas/thesis is clearly communicated, worth developing; limited enough to be manageable. Paper recognizes some complexity of its thesis: may acknowledge its contradictions, logical implications; (if a research paper) it understands and critically evaluates sources, appropriately limits and defines terms
3
A solid paper, responding appropriately to assignment. Clearly states a thesis/central idea, by may have minor lapses in development. Begins to acknowledge the complexity of ideas and the possibility of other points of view. (if a research paper) it shows careful reading of sources, but may not evaluate them critically. Attempts to define terms, not always successfully.
2
Adequate but weaker and less effective, possibly responding less well to assignment. Presents central idea in general terms, often depending on platitudes or clichés. Usually does not acknowledge other views. Shows basic comprehension of sources, perhaps with lapses in understanding. If it defines terms, often depends on dictionary definitions.
1
Does not have a clear central idea or does not respond appropriately to the assignment. Thesis may be too vague or obvious to be developed effectively. Paper may misunderstand sources.
0
Does nor respond to the assignment, lacks a thesis or central idea, and may neglect to use sources where necessary.
Organization & Coherence
4
Well organized, developed; displays unity, coherence, and progression; uses appropriate details, explanations; logical structure appropriate to paper’s subject, purpose, audience, thesis; Sophisticated in use of transitional sentences, interconnected ideas from sentence to sentence, from one paragraph to paragraph; easy to identiy logical relationships of ideas.
3
Shows logical progression of ideas and uses fairly sophisticated transitional devices; e.g., may move from least to more important idea. Some logical links may be faulty, but each paragraph clearly related to paper’s central idea.
2
May list ideas or arrange them randomly than using any evident logical structure. May use transitions, but they re likely to be sequential (first, second, third) rather than logic-based. While each paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs lack coherence.
1
May have random organization, lacking internal paragraph coherence and using few or inappropriate transitions. Paragraph may lack topic sentences or main idea, or may be too general or too specific to be effective. Paragraphs may not all relate to paper’s thesis.
0
No appreciable organization; lacks transitions and coherence.
Support
4
Uses evidence appropriately and effectively, providing sufficient evidence and explanation to convince.
3
Begins to offer reasons to support its points, perhaps using varied kinds of evidence. Begins to interpret the evidence and explain connections between evidence and main ideas. Its examples bear some relevance.
2
Often uses generalizations to support its points. May use examples, but they may be obvious or irrelevant. Often depends on supported opinion or personal experience, or assumes that evidence speaks for itself and needs no application to point being discussed. Often has lapses in logic.
1
Depends on clichés or overgeneralizations for support, or offers little evidence of any kind. May be personal narrative rather than essay, or summary rather than analysis.
0
Use irrelevant details or lacks supporting evidence entirely. May be unduly brief. Little or no detail, or irrelevant specifics
Style
4
Displays consistent facility in the use of langauge, demonstrates syntactic variety; Chooses words for their precise meaning and uses an appropriate level of specificity. Sentence style fits paper’s audience and purpose. Sentences are varied, yet clearly structured and carefully focused, not long and rambling.
3
Generally uses words accurately and effectively, but may sometimes be too general. Sentences generally clear, well structured, and focused, though some may be awkward or ineffective.
2
Uses relatively vague and general words, may use some inappropriate language. Sentence structure generally correct, but sentences may be wordy, unfocused, repetitive, or confusing. Demonstrates inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionaly obscure meaning
1
May be too vague and abstract, or very personal and specific. Usually contains several awkward or ungrammatical sentences; sentences structure is simple and monotonous.
0
Usually contains many awkward sentences, misuses words; employs inappropriate language. Frequent errors in sentence structure
Mechanics
4
Almost entirely free of spelling, punctuation, and grammatical errors.
3
May contain a few errors, which may annoy reader, but not impede understanding.
2
Usually contains several mechanical errors, (spelling, subject-word agreement, etc.) which may temporarily confuse the reader but not impede the overall understanding
1
Usually contains either many mechanical errors or a few important errors that block the reader’s understanding and ability to see the connections between thoughts.
0
Usually contains so many mechanical errors that it is impossible for the reader to follow the thinking from sentence to sentence.
Subjects:
English
Types:
Exam
Homework
Presentation
Assignment
Writing
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