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Writing Rubric |
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No/Limited Proficiency (1 point) |
Some Proficiency (2 points) |
Proficiency (3 points) |
High Proficiency (4 points) |
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1.
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Reader cannot determine thesis & purpose OR thesis has no relation to the writing task. |
Thesis and purpose are somewhat vague OR only loosely related to the writing task, AND/OR unimaginative |
Thesis and purpose are fairly clear and match the writing task. Thesis and purpose are somewhat original. | Thesis and purpose are clear; closely match the writing task, and provide fresh insight. |
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2. |
Unclear organization OR organizational plan is inappropriate to thesis. No transitions. | Some signs of logical organization in support of the thesis. Transitions are abrupt, illogical, and ineffective. | Organization supports thesis and purpose. Transitions are generally appropriate. However, sequence of ideas could be improved | Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are smooth and effective |
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3. Support/Reasoning (a) Ideas (b) Details |
Offers simplistic, undeveloped, or cryptic support for ideas; Inappropriate or off-topic generalizations, faulty assumptions, errors of fact. |
Offers some support that may that may be dubious, too broad or obvious. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive |
Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples |
Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted |
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4. Use of Sources: Documentation |
Fails to use sources AND/OR overuse of quotations or paraphrase AND/OR uses source material without acknowledgement. | Uses relevant sources but substitutes them for the writer’s own ideas. Quotations & paraphrases may be too long and/or inconsistently referenced. |
Uses sources to support, extend, and inform, the writer’s own development of idea. Doesn’t overuse quotes, but may not always conform to required style manual. |
Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Skillfully combines material from a variety of sources. Always conforms to style manual. |
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5. Style (a) Sentences (b) Diction (c) Tone/Voice |
Superficial and stereotypical language. Oral rather than written language patterns predominate | Sentences show little variety, simplistic. Diction is somewhat immature; relies on clichés. Tone may have some inconsistencies in tense and person | Sentences show some variety & complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is appropriate |
Sentences are varied, complex, & employed for effect. Diction is precise, appropriate, using advanced vocabulary. Tone is mature, consistent, suitable for topic and audience |
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6. Writing Conventions: Grammar/Spelling/ Usage/Punctuation
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Mechanical & usage errors so severe that writer’s ideas are difficult to understand |
Repeated weaknesses in mechanics and usage. Pattern of flaws |
Grammar and syntax are correct with very few errors in spelling or punctuation. |
Essentially error free. Evidence of superior control of diction |
| Adapted by faculty from NEIU's General Education Committee, Dec. 2006 |
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