Criteria | A excellent | B adequate expectations | C below expectations | Comments |
Content
(quality of the
inform ation, ideas and supporting details) | - shows clarity of
purpose
- offers depth of content
- applies insight and represents original thinking
- follows guidelines for content
| - shows some clarity of
purpose
- offers some depth of content
- applies some insight and some original thinking
- mostly follows guidelines for content
| - shows minimal clarity of
purpose
- offers minimal depth of content or incorrect content
- applies minimalinsight and original thinking
- does not follow guidelines for content
| |
Structure
(logical order or sequence of the writing) | - shows coherence, and
logically developed paragraphs
- uses very effective transitions between ideas and sections
- constructs appropriate introduction and conclusion
| - shows some coherence and
some logically developed paragraphs
- uses some effective
transitions between ideas & sections
- shows some construction of appropriate introduction and conclusion
| - shows minimal coherence and
logically developed paragraphs
- uses minimal transitions between ideas and sections
- shows minimal construction of appropriate introduction and conclusion
| |
Rhetoric and Style (appropriate attention to audience) | - is concise, eloquent and
rhetorically effective
- effectively uses correct, varied and concise
sentence structure
- is engaging to read
- writes appropriately for audience and purpose
| - is somewhat concise,
eloquent, and rhetorically effective
- generally uses correct, varied, and concise sentence structure
- is somewhat engaging to read
- generally writes appropriately for audience and purpose
| - shows minimal conciseness,
eloquence, and rhetorical effectiveness
- uses incorrect, monotonous or simplistic sentence structure
- is not engaging to read
- lacks appropriate writing for audience and purpose
- uses inappropriate jargon and clichés
| |
Information
Literacy
(locating, evaluating, and using effectively the needed information as appropriate to
assignm ent) | - uses academic and
reliable sources
- chooses sources from many types of resources
- chooses timely resources for the topic
- integrates references and quotations to support ideas fully
| - uses mostly academic and
reliable sources
- chooses sources from a moderate variety of types of resources
- chooses resources with mostly appropriate dates
- integrates references and quotations to provide some support for ideas
| - lacks academic and reliable
sources
- chooses sources from a few types of resources
- chooses a few resources with inappropriate dates
- integrates references or quotations that are loosely linked to the ideas of the paper
| |
Source Integrity
(appropriate acknowledgment of sources used in research) | - correctly cites sources
for all quotations
- cites paraphrases correctly and credibly
- includes reference page
- makes virtually no errors in documentation style
- makes virtually no errors in formatting
- incorporates feedback given in previous written assignments
| - correctly cites sources for
most quotations
- usually cites paraphrases correctly and credibly
- includes reference page with some errors
- makes some errors in documentation style
- makes some errors in formatting
- incorporates some feedback given in previous written assignments
| - provides minimal sources for
quotations
- sometimes cites paraphrases correctly and credibly,
- includes reference page with many errors
- makes many errors in documentation style
- makes many errors in formatting
- lacks incorporation of feedback given in previous written assignments
| |
Conventions
(adherence to grammar rules: usage, spelling & m echanics of Standard Edited English or SEE) | - makes virtually no
errors in SEE conventions
- makes accurate word choices
| - makes some errors SEE
conventions
- almost always makes accurate word choices
| - makes many errors in SEE
conventions
- makes many inaccurate word choices
| |
T he weighting of each of the six areas is dependent on the specific written assignment and the teacher's preference.
Plagiarism occurs when one presents as one's own "someone else's language, ideas, or other original(not common- knowledge) material without acknowledging its source" (adapted from Council of Writing Program Administrators). | | | | |