Student Name: Semester: Course:
WLL BA Program Evaluation - Writing Rubric
- ComprehensionWriter demonstrates comprehension of the text.
Emerging / Developing / Mastering
1 / 2 / 3 / 4 / 5
Writer partially fulfills the requirements of the assignment. Is unable to use appropriate interpretive tools or critical language applied to the text. Demonstrates little understanding of text and cannot move beyond summary. Basic cultural or literary references. / Writer fulfills all requirements of the assignment. Uses some interpretive tools (i.e., some understanding of context, style, form, content, etc.). Limited ability to move beyond basic comprehension and summary. Some effective or original synthesis of material. Some outside cultural/literary references, etc. / Writer shows understanding of text. Uses all of the interpretive tools and critical language applied to the given text (i.e., discusses theme, context, stylistic elements, cultural references, etc., of a literary text). Able to synthesize material and move beyond basic comprehension or summary. Relates reading or topic to other literary or cultural references, etc.
2. Analytical ContentWriter demonstrates critical thinking skills to interpret text coherently.
Emerging / Developing / Mastering1 / 2 / 3 / 4 / 5
Writer’s argument is somewhat illogical or confusing in places. Organization effects reader’s comprehension. / Writer presents an adequate argument and demonstrates some critical thinking and basic knowledge of literary methods of inquiry. / Writer develops a thorough argument and demonstrates advanced critical thinking and knowledge of literary methods of inquiry.
- Analytical Content Writer develops an organization that accommodates the purpose for the paper.
Emerging / Developing / Mastering
1 / 2 / 3 / 4 / 5
Text seems to develop at random or may be marked by repetition or redundancy. Information may be presented without an apparent organizing principle, or the organizing principle may work against the reader’s needs. / Writer uses clear logic in structure of argument, building case step by step. Paper demonstrates overall unity and coherence. Focus of each paragraph is relatively discrete, and transitions between paragraphs are almost uniformly present. Organization promotes writer’s ability to communicate the significance of the project. / Writer develops a consistent organization that grows out of the opportunities, demands, and limitations of the topic. Verbal and conceptual links between paragraphs and sections of the project are artful. Organization supports complex exploration of topic and incorporation of wide-ranging sets of information.
- Analytical ContentWriter considers conclusions, implications, and consequences that flow from the paper.
Emerging / Developing / Mastering
1 / 2 / 3 / 4 / 5
Conclusion may be missing, unclear, or insufficiently connected to the rest of the essay. / Conclusion is clear and provides closure to essay. Conclusion is thoughtful and honest, and it is connected to the line of reasoning developed in the essay, although it may require a more adequate resolution. / Conclusion provides closure to the essay, and at the same time extends the essay to a natural conclusion or establishes an outward movement, raising possibilities for further consideration. Writer fully considers implications and consequences, as appropriate to task and content.
- Writing StyleWriter follows language conventions and demonstrates appropriate use of analytical discourse.
Emerging / Developing / Mastering
1 / 2 / 3 / 4 / 5
Student may misrepresent evidence, information, or other source material. Control of style, diction, spelling, and syntax is weak or inconsistent. Errors of grammar and mechanics are distracting or confusing to the reader. / Writer demonstrates clear control of appropriate levels of discourse and of context. Control of language conventions (style, diction, spelling, syntax) is secure, though writer may make some errors that do not detract from the paper’s meaning. The writing is well formed and follows the conventions of the language. / Writer reaches for a more sophisticated level of diction, syntax, semantics, and rhythm. Language elegantly and/or energetically conveys the main idea and rhetorical strategy of the essay.
6.Writing StyleWriter follows citation conventions appropriate to the project.
Emerging / Developing / Mastering1 / 2 / 3 / 4 / 5
Student fails to acknowledge intellectual debt and does not cite sources, or cites them inconsistently, inadequately, or incorrectly. / Writer engages with sources, using outside materials ethically, acknowledging intellectual debts, and citing sources adequately. / Writer’s engagement with outside knowledge is full, complex, and evident in accurate acknowledgement and citation. Writer smoothly integrates sources into text, making sophisticated use of quotation, paraphrase, summary, etc, as needed.
7. Language UsageWriter can produce coherent discourse of paragraph length and structure.
Emerging / Developing / Mastering1 / 2 / 3 / 4 / 5
Presentation is somewhat illogical or confusing in places. Organization effects reader’s comprehension. / Generally logical and effective with a few minor problems. Demonstrates some critical thinking and basic knowledge of literary methods of inquiry. / Logical and effective. Flows and uses transitional phrases. Prioritizes ideas. Demonstrates critical thinking and knowledge of literary methods of inquiry.
8. Writing Proficiency (ACTFL)
Emerging (Novice) / Developing (Intermediate) / Mastering (Advanced)1 / 2 / 3 / 4 / 5
Writer can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. They exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. Writing may be difficult to understand even by those accustomed to non-native speakers. / Writer can write short, simple communications, compositions, and requests for information in loosely connected texts about personal preferences, daily routines, common events, and other personal topics. Their writing is framed in present time but may contain references to other time frames. The writing style closely resembles oral discourse. There is evidence of control of basic sentence structure and verb forms. The writing is best defined as a collection of discrete sentences and/or questions loosely strung together. / The writer demonstrates the ability to narrate and describe with detail all major time frames with good control of aspect. They are able to write straightforward summaries on topics of general interest. There is good control of the most frequently used target-language syntactic structures and a range of general vocabulary. Thoughts are expressed clearly and supported by some elaboration.
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