Criteria | A excellent | B good | C emerging skills | D to F below expectations;
may be unacceptable | Comments |
Content (quality of the information, ideas and supporting details) | - shows strong clarity of purpose
- offers strong depth of content
- applies keen insight and represents original thinking
- follows guidelines for content
| - shows clarity of purpose
- offers depth of content
- applies insight and some original thinking
- mostly follows guidelines for content
| - shows some clarity of purpose
- offers some depth of content
- applies some insight and original thinking
- somewhat follows guidelines for content
| - 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
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Structure (logical order or sequence of the writing) | - shows strong coherence and logically developed paragraphs
- uses highly effective transitions between ideas and sections
- constructs highly appropriate introduction and conclusion
| - shows coherence and some logically developed paragraphs
- uses effective transitions between ideas and sections
- shows appropriate introduction and conclusion
| - shows some coherence and logically developed paragraphs
- uses some transitions between ideas and sections
- shows some construction of appropriate introduction and conclusion
| - 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
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Rhetoric and Style (appropriate attention to audience) | - is highly concise, eloquent and rhetorically effective
- effectively uses correct, varied, and concise sentence structure
- is engaging to read
- writes highly appropriate prose for audience and purpose
| - is concise, eloquent, and rhetorically effective
- generally uses correct, varied, and concise sentence structure
- is somewhat engaging to read
- writes appropriate prose for audience and purpose
| - is somewhat conciseness, eloquence, and rhetorical effectiveness
- uses some correct, varied, and concise sentence structure
- is minimally engaging to read
- generally writes appropriate prose for audience and purpose
| - 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
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Information Literacy (locating, evaluating, and using effectively the needed information as appropriate to the assignment) | - uses strong academic and other reliable sources
- chooses sources from many types of resources
- chooses timely resources for the topic
- fully integrates references and quotations to support ideas
| - uses academic and other reliable sources
- chooses sources from a variety of types of resources
- chooses resources with mostly appropriate dates
- integrates references and quotations to provide some support for ideas
| - uses mostly academic and some unreliable sources
- chooses sources from a moderate variety of resources
- chooses a few resources with inappropriate dates
- integrates references or quotations that are loosely linked to the ideas of the paper
| - 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
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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 most feedback given in previous written assignments
| - provides sources for all quotations without correctly citing them
- sometimes cites paraphrases correctly and credibly
- includes reference page with many errors
- makes many errors in documentation style
- makes many errors in formatting
- incorporates some feedback given in previous written assignments
| - 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
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Conventions (adherence to grammar rules: usage, spelling & mechanics of Standard Edited English or SEE) | - makes virtually no errors in SEE conventions
- makes accurate word choices
| - makes some errors in SEE conventions
- almost always makes accurate word choices
| - makes many errors in SEE conventions
- makes some inaccurate word choice
| - lacks appropriate SEE conventions
- makes many inaccurate word choices
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he weighting of each of the five areas is dependent on the specific written assignment and the teacher’s preference. Plagiarism occurs when a person 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).
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