First-Year Writing Program Assessment
Scoring Guide– English 101
Highly Proficient:
· The portfolio shows reader awareness through addressing different kinds of rhetorical situations.
· The writer’s language changes as the contexts for writing do.
· The portfolio shows a composing process made visible: from invention to final drafting and preparation for a specific audience.
· The texts include various kinds of evidence, personal and academic, and they include evidence that may complicate or extend the writer’s ideas in some way.
· Often a reader sees a link between the personal interests of the student and the academic writing in the portfolio.
· A reader can see how reflection contributed to the development of a text and/or to the development of the writer.
· The texts are not only well copy-edited but also use language purposefully and evocatively.
Proficient:
· The portfolio demonstrates that the writer is able to imagine and address an audience intentionally.
· The texts are focused and purposeful, often organized around an idea, question, or assertion.
· The texts include evidence of using sources, both academic and non-academic.
· The portfolio shows evidence of writing processes and the ability to engage in revision in such a way that strengthens the writing or extends the writer’s thinking.
· The writer can articulate the rhetorical choices s/he made and why.
· S/he has a language for discussing writing processes.
· The texts are appropriately copy-edited.
Not Proficient/Emerging:
· The portfolio shows evidence of some writing process.
· The writer relies solely on personal experience as evidence, or the writer may over-rely on formulaic writing.
· Sources, if they are used, are not well-integrated into the work.
· The writing is univocal in style, purpose, and/or sense of audience.
· There may be some evidence of self-awareness as a writer.
· Significant syntactical and/or grammatical errors may remain that impede a reader’s comprehension.