In constructing a rubric, it is best to create categories that reflect the course outcomes and then divide those categories into 5 different grade-levels, 0-4. The zero level ought to be reserved for those assignments that are considered anomalies, so that the results obtained offer insight into how students fare in reaching course outcomes. Below is an example rubric. Next to each category the number of outcome that is being measured is listed. The outcomes themselves follow the rubric.

English 102: Introduction to Literature Assessment Item Rubric

Thesis, Organization, and Support (Outcome 1)


4: Thesis is stated explicitly; appropriate concepts and textual examples are used in a logical manner to support thephilosophical stand of the paper or an
original position about the text thesis.

3: Thesis is stated explicitly; appropriate concepts and textual examples are used in a logical manner to support the philosophical stand of the paper or an original
position about the textthesis, although support may be thin in places and/or logic may be unclear.

2: Thesis is not clearly stated; some attempt at support is made.

1: Unsupportable thesis or no thesis indicating critical thought about the text; support is missing or illogical

0: Student did not complete the assignment; the thesis is not one that responds to the available prompts.


Writing Style and Mechanics (Outcome 1)


4: Writing is Sentences are clear and coherent; a variety of structures are used maturely; word choice and style are appropriate for topic. No errors in grammar usage.

3: Writing is Sentences are generally clear; sentence structure is generally varied and mature; word choice and style are appropriate for topic. Few errors in grammar or usage, and they do not interfere with meaning. Evidence of thorough and correct documentation (signal sentences
are used, MLA parenthetical citations included in correct format, Works Cited


2: Writing isSentences are not clear; sentence structure shows little variety or maturity; word choice and style are not always appropriate for topic and purpose. Some errors in grammar and usage interfere with meaning.

Some errors in documentation (no signal sentences, missing or
incorrectly-formatted parenthetical citations, etc.).

1: Writing isSentences are not clear; sentence structure is simple; word choice and style are poor. Many errors in grammar and usage.

0: Student did not complete the assignment; the thesis is not one that responds to the available prompts.

No attempt at complete or correct documentation is made.

Literary Terms and Usage (Outcome 2)

4: Demonstrates thorough understanding of literary terms and their usage through relevant application.

3: Demonstrates knowledge of literary terms, though usage and application may at times occasionally be inadequate or illogical.

2: Demonstrates limited knowledge of literary terms and/or how to use them based on examples given.

1: No literary terms used and/or false application of their concepts.

0: Student did not complete the assignment; the thesis is not one that responds to the available prompts.

Quotes, Summaries, and Paraphrases (Part of Outcome 3)

4: Shows understanding of how to quote, summarize, and/or paraphrase responsibly.

3: Shows understanding of how to quote, summarize and/or paraphrase responsibly, though some errors in execution made.

2: Shows little understanding of how to quote, summarize, and paraphrase responsibly.

1: Irresponsibly quotes, summarizes, and/or paraphrases.

0: Student did not complete the assignment; the thesis is not one that responds to the available prompts.

1. Write analytical essays about literary texts by

· Formulating restricted, unified and precise thesis statements

· Organizing essay content into introduction, body, and conclusion paragraphs

· Composing restricted, unified, and precise topic sentences for paragraphs

· Writing unified and coherent paragraphs that are well-developed with supporting materials drawn from the literary text

· Applying grammar and usage rules correctly

· Choosing appropriate diction

· Writing clear, precise sentences

2. Explain basic literary terms in the genre of poetry, fiction, and drama (for example, theme, imagery, rhythm, figurative language, tone, character, plot, etc.)

3. Write research-based essays using secondary sources to:

· Demonstrate their understanding of plagiarism

· Synthesize several different sources into an essay to support its thesis

· Quote, summarize, and paraphrase responsibly within that paper

Document sources according to the MLA format