Copy of Summative Assessment: Discourse 200 Learning Outcomes Rubric
Levels of AchievementCriteria / Exceeds Expectations / Meets Expectations / Approaches Expectations / Minimally Approaches Expectations / Does Not Approach Expectations
Interpret and Analyze / 4 Points
The student exceeds expectations, and can explain interactions between and among different texts and different discourse formations. / 3 Points
The student meets the standard of the Developing student and can identify important features of the discourse formation in which it was created (the Rhetorical Situation). / 2 Points
The students meets the standard of the novice and can identify the primary and supporting arguments within the assigned text/s. / 1 Points
The student can read, paraphrase, and comprehend the assigned text/s. / 0 Points
The student does not evidence basic summarization or paraphrasing skills and has difficulty comprehending texts.
Define Cultural Identities / 4 Points
The student meets the Proficient standard and can identify in a nuanced manner the ways in which different discourse communities interact. / 3 Points
The student meets the Developing standard and can understand how different communities use discourses (oral and written) to produce, reproduce, challenge and change codes, rules, and conventions. / 2 Points
The student can identify how personal experiences have shaped her/his personal, institutional, and cultural identities and can explain how other people's experiences have produced different ways of thinking about, and expressing, these identities. / 1 Points
The student demonstrates a basic understanding of how personal experiences have shaped her/his ways of thinking about, and expressing, personal, institutional and cultural identities. / 0 Points
The student does not demonstrate an understanding of the impact of personal, institutional and cultural identities.
Demonstrate CDA and CLA / 4 Points
The student demonstrates advanced language awareness and an advanced understanding of how cultural forces influence the production, interpretation and application of texts. / 3 Points
The student demonstrates proficiency in terms of language awareness and a proficient understanding of how cultural forces influence the production, interpretation and application of texts. / 2 Points
The student demonstrates intermediate language awareness and an intermediate understanding of how cultural forces influence the production, interpretation and application of texts. / 1 Points
The student demonstrates basic level of language awareness and of how cultural forces influence the production, interpretation and application of texts. / 0 Points
The student does not demonstrate language awareness, or the ways in whichcultural influences shape the production, interpretation and application of texts.
Use of Academic Discourse / 4 Points
The student is even more complex without losing clarity and coherence in communicating a thesis that takes into account differences in personal, institutional and cultural identities and a complex application of academic language. / 3 Points
The student is clearer and more coherent in communicating a complex thesis taking into account differences in personal, institutional and cultural identities and a complex application of academic language and conventions. / 2 Points
The student works to communicate a more complex thesis taking into account differences in personal, institutional and cultural identities; the student also demonstrates a more complex application of academic language and conventions. / 1 Points
The student can form and support a coherent thesis through cogent reasoning and supporting evidence. The thesis applies academic language and conventions. / 0 Points
The student does not meet expectations. The thesis is unclear, vague, and does not apply academic language.
Communicate in Multiple Genres / 4 Points
The student is able to identify the codes inherent is different discourse communities and demonstrates an advanced ability to persuade multiple audiences through rhetorically effective oral and written presentations. / 3 Points
The student is able to identify the codes inherent in different discourse communities and demonstrates a proficient ability to persuade multiple audiences through rhetorically effective oral and written presentations. / 2 Points
The student is able to modify oral and written presentations to meet the specific expectations and needs of different audiences. / 1 Points
The student attempts to modify discourse in response to different audience expectations. / 0 Points
The students does not modify oral and written presentations to meet the needs of varying audiences.
Revise / 4 Points
The student substantially revises a text, reworking paragraphs, presenting new evidence, and reorganizing structure. Proofreading is not an issue. Editing always strives for effective communication and involves substantial reworking of the text. / 3 Points
The student revises the text substantially by taking serious account of peer and instructor feedback. Proofreading is not an issue. Editing goes beyond spelling and grammar, improving the flow of ideas and the overall structure of the text. / 2 Points
The student revises the text in significant ways based on peer or instructor feedback. Editing and proofreading are, however, largely focused on spelling and grammar. / 1 Points
The student produces one draft of a text, making relatively minor corrections to spelling or grammar. Issues with clarity and coherence are not addressed. / 0 Points
The student does not evidence revision or proofreading resulting in work that is unclear, and full of errors.
Critique / 4 Points
The student identifies potential issues in peer-level work and offers high quality feedback on how to address those issues. / 3 Points
The student identifies potential issues in peer-level work and offers quality feedback on how to address those issues. / 2 Points
The student identifies potential issues in peer-level work, but does not offer quality feedback on how to address those issues. / 1 Points
The student reads peer-level work for grammar and usage errors. / 0 Points
The student did not participate in peer review.
Research / 4 Points
The student makes an extensive search for applicable sources, using all resources at their disposal. These sources are used in a focused manner and the student demonstrates an outstanding ability to engage and evaluate sources according to the discourse community of the source and how the sources might speak to each other. Citation of all texts is correct. / 3 Points
The student makes adequate use of library resources, finding sufficient sources. The student uses sources in a focused, appropriate manner in discourse examples, and demonstrates an ability to engage and evaluate sources. Citation of all texts is mostly correct. / 2 Points
The student makes adequate use of library resources, finding sufficient sources. The student shows an effort to integrate a finer-grained understanding into their discourse than at the Novice level. Citation use sufficient to reflect sources used. / 1 Points
The student uses easily located sources for fact-based information and integrates that information into their discourse examples. Citation at this level may not be extensive due to a great deal of general-knowledge information. / 0 Points
The student did not evidence research skills, and did not demonstrate approporiate citations.
Presentation/Style / 4 Points
The student attributes all source information and all attributions meet professional standards. / 3 Points
The student attributes all source information, and attributions mostly meet professional standards. / 2 Points
The student attributes most source information, and all attributions mostly meet professional standards. / 1 Points
The student makes an attempt to attribute source material, but information may be incomplete or not present in all cases. / 0 Points
The student fails to attribute source material.