Undergraduate Writing Standards

College Writing Grading Rubric for Research Papers (Adapted from Kevin Seidel's Rubric)

	A	B	C or lower	D to F below expectations; may be unacceptable	Comments
Introduction	- The introduction provides relevant and sufficient context for the main claim (thesis)	- The introduction provides some relevant context for the main claim (thesis)	- The introduction doesn’t provide a relevant context for the main claim (thesis)	shows minimal or no clarity of purpose offers minimal or no depth of content applies minimal or no insight and original thinking does not follow guidelines for content
Main Claim (Thesis)	- The main claim at the end of the intro is contestable, not obvious, and supportable by evidence	- The main claim is poorly phrased or doesn’t meet one of the three criteria: not obvious, contestable, supportable by evidence	- The main claim is poorly phrased and doesn’t meet two or more of the criteria: not obvious, contestable, supportable by evidence	shows minimal or no coherence and logically developed paragraphs uses minimal or no transitions between ideas and sections shows minimum or no construction of appropriate introduction and conclusion
Body Paragraphs	- Paragraphs consistently begin or end with a clearly stated point (reason) that supports the main claim. - The body of the paragraph contains sufficient evidence and analysis of that evidence to support the point. - Paragraphs are thoughtfully arranged with smooth transitions between each	- Some paragraphs: - contain too many points, or - leave the point off the page, or - provide too little evidence and/or analysis, or - provide evidence or analysis irrelevant to the point. - are not carefully arranged - begin or end with abrupt transitions	- Most paragraphs: - contain too many points, or - leave the point off the page, or - provide too little evidence and/or analysis, or - provide evidence or analysis irrelevant to the point. - not carefully arranged - begin or end with abrupt transitions	shows minimum or no conciseness, eloquence, or rhetorical effectiveness uses little to no correct, varied, and concise sentence structure is not engaging to read lacks appropriate writing for audience and purpose uses inappropriate jargon and clichés
Acknowledgment and Response	- At least one paragraph effectively acknowledges and responds to contrary reasons or evidence in your paper	- At least one paragraph attempts to acknowledge and respond to contrary reasons or evidence in your paper	- The paper doesn’t have any attempt to acknowledge and respond to contrary reasons or evidence	uses a few or no academic sources and uses unreliable sources chooses sources that are not varied, mostly from one type of source chooses many resources with inappropriate dates uses disconnected references and quotations and does not support ideas
Integrating Sources	- All sources are clearly cited in the paper and listed in the references, and - All sources are clearly prefaced; quoted, paraphrased or summarized; and analyzed in the body of the essay	- Some sources are not clearly cited in the paper and listed in the references, or - Some sources are not clearly prefaced; quoted, paraphrased or summarized; and analyzed in the body of the essay.	- Most sources are not clearly cited in the paper and listed in the references, and - Most sources are not clearly prefaced; quoted, paraphrased or summarized; or analyzed in the body of the essay	lacks sources for all quotations lacks correctly and credibly cited paraphrases shows little to no evidence of source usage includes no reference page or an extremely weak one entirely lacks correct documentation style lacks correct formatting incorporates little to no feedback given in previous written assignments
Conclusion	- The conclusion does both of the following: - restate or rephrase the main claim, and - develop the consequences mentioned in the introduction; answers the “So what?” question	- The conclusion does one of the following: - restate or rephrase the main claim, - develop the consequences mentioned in the introduction; answers the “So what?” question	- The conclusion does none of the following: - restate or rephrase the main claim, - develop the consequences mentioned in the introduction; answers the “So what?” question	lacks appropriate SEE conventions makes many inaccurate word choices
Style					- Individual sentences communicate ideas clearly. Sentence structures are varied.	- Individual sentences sometimes do not communicate ideas clearly. Sentence structures are not varied.

Rubric for Undergraduate Writing-Intensive Courses at EMU

Excellent

A

Proficient

B

Emerging

C

Needs Improvement

D or lower

Context of and Purpose for Writing

Includes consideration of audience, purpose, and circumstances surrounding the writing task(s).

Demonstrates a thorough understanding of

context,
audience,
purpose, and
the assigned task(s).

Demonstrates adequate consideration of

context,
audience,
purpose, and
the assigned task(s).

Demonstrates awareness of

context,
audience,
purpose, and
the assigned task(s).

Demonstrates minimal attention to

context,
audience,
purpose, and
the assigned task(s).

Sources and Evidence

Differentiates among data sources those that are pertinent and legitimate to the scholarship of the discipline.

Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of writing.

Demonstrates consistent use of credible, relevant sources to support ideas that are appropriate for the discipline and genre of writing.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Demonstrates an attempt to use sources to support ideas in the writing.

Content Development

Produces discipline-specific written communication, reflecting critical thinking in creating content.

Uses appropriate, relevant, and compelling content to show in-depth understanding of the subject, conveying the writer’s critical thinking and voice through the whole work.

Uses appropriate, relevant, and compelling content to explore ideas through the whole work.

Uses appropriate and relevant content to explore ideas through most of the work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Genre and Disciplinary Conventions

Executes the discourse conventions most commonly used in the student’s major disciplines.

Successfully carries out a wide range of conventions of a specific discipline and/or writing task(s), including

organization,
content,
presentation,
documentation of sources, and
formatting.

Consistently uses important conventions particular to a specific discipline and/or writing task(s), including

organization,
content,
presentation, and
documentation of sources.

.

Follow expectations appropriate to a specific discipline and/or writing task(s) for basic

organization,
content,
presentation, and
documentation of sources.

Attempts to use a consistent system for basic organization, presentation, and documentation of sources.

Style and Mechanics

Produces discipline-specific written communication that is clear and communicates meaning.

Uses eloquent language that skillfully communicates meaning to readers with clarity and simplicity.

Uses straightforward language that generally conveys meaning to readers with clarity.

Uses language that generally conveys meaning to readers with clarity.

Uses language that sometimes impedes meaning.

Rubric based on VALUE Rubric for Written Communication from the Association of American Colleges and Universities (adapted from Old Dominion University’s adaptation of the rubric)

Created by the EMU Writing Committee in November 2023.