Rubrics

General Rubrics for overall skills

Writer

4 – These papers have a clear thesis and sense of purpose. The writer is able to maintain his or her own style with a clear understanding of audience. Variety of sentences, appropriate and strong diction, and a command of syntax is present within the papers. Organization is maintained, controlled, and well defined with the use of natural transitions. The writer is able to seamlessly blend analysis and support together. Both internal documentation as well as works cited pages are documented correctly according to MLA standards. There is a sense of confidence and stylistic flair within these papers.

3 – These papers have a clear thesis and sense of purpose. The writer is able to establish his or her own style and understands the importance of audience consideration. A variety of sentences, appropriate diction, and syntax is present within these papers. Organization is maintained, controlled, and defined with the use of natural transitions. The writer is able to blend analysis and support together. Both internal documentation as well as works cited pages are documented according to MLA standards. There is a sense of confidence and style within these papers.

2 – These papers have a thesis and purpose, but both may be unclear. The writer may be able to establish his or her own style, but it is not consistent or is not appropriate for the audience. A variety of sentences, inappropriate diction, and a lackadaisical syntax may be present. Organization may be present, but is not completely under the command of the writer. Transitions may be present, but are not natural nor add to the overall organization of the paper. The writer may attempt to blend analysis with support, but there are holes or inconsistencies. Internal documentation and works cited pages are present, but may not follow the MLA standards. There is not a consistent sense of confidence or style within these papers.

1 – These papers do not have a thesis or purpose. The writer is not consistent with his or her own style and does not consider the audience when writing the paper. Sentences, diction, and syntax are not well developed or appropriate. Organization is not commanded, transitions are not present, and there are severe holes or drifts within the paper. The support or analysis is choppy or not present. MLA standards are not represented in documentation. There is very little confidence or style within these papers.

0 – There is not enough writing submitted in order to fulfill this aspect of the course.

Reader

4 – These readers read the text in its entirety. The text is well annotated and documented within the text and reader’s journal. These readers read for both content as well as the author’s style. The text is analyzed through a variety of perspectives (critical lenses) and is not dismissed at face value. These readers consider the essential questions (“What is the meaning of text?” and “How does the author achieve the goal?”) while reading. Not only does the reader consider the essential questions and critical lenses, but also he or she considers what he or she is drawn to within a text and why. The essential questions are answered accurately and are well supported with textual evidence.

3 – These readers read the text in its entirety. The text is annotated and documented within the text and a reader’s journal. These readers read for both content and author’s style. The text is analyzed through the critical lenses, and is not dismissed at face value. These readers consider the essential questions while reading. The reader may consider why he or she is drawn to a text, but not thoroughly explore the why. The essential questions are answered and supported with text.

2 – These readers may read the text in its entirety. The text may be annotated and documented in a journal, but there is insufficient documentation. These readers may consider the essential questions and critical lenses while reading, but the questions may not be answered or may be answered with inaccuracies or lack support.

1 – These readers do not read the text in its entirety. The text is not annotated or documented in a journal. There is no consideration for essential questions or critical lenses while reading, which leaves the reader with insufficient understanding of the text.

0 – These readers do not read the text and therefore cannot fulfill this aspect of the course.

Analysis

4 – The student decodes the text for meaning using the essential questions and refuses to settle for a surface or cursory understanding. The student is able to probe the text from a variety of multiple perspectives, including critical lens, and find an abundance of textual support for each.

3 – The student decodes the text for meaning using the essential questions, and does not settle for a surface or cursory understanding. The student attempts to probe the text from a variety of perspectives and finds textual support for most.

2 – The student attempts to decode the text for meaning using the essential questions, but may fall short in understanding. The student attempts to use a variety of perspectives to access a text, but may not have enough textual support to maintain the analysis

1 – The student does not attempt to decode the text and settles for a basic summary. Other perspectives are not considered while reading the text, and support for analysis is insufficient.

0 – The student has not submitted enough analysis to fulfill this aspect of the course.

Communicator

4 – The student is able to articulate masterfully his or her perspective in a variety of mediums: including but not limited to essays, discussion boards, discussions in class, and presentations. The delivery is appropriate for the audience, demonstrates a command of language, and is eloquent. The student maintains self-confidence even if there is a misunderstanding of the text. The student is able to ask questions and answer questions clearly and appropriately.

3 – The student is able to articulate his or her perspective in a variety of mediums. The delivery is appropriate for the audience, demonstrates an ability to command language, but may not be consistent. The student maintains self-confidence even if there is a misunderstanding of the text. The student is able to ask questions and answer questions clearly.

2 – The student attempts to articulate his or her perspective in a variety of mediums. The delivery considers audience, but may not be entirely appropriate with gaps in command and use of language. The student may become frustrated or inappropriate when there is a misunderstanding of text. The student attempts to ask questions and answer questions.

1 – The student does not articulate his or her perspective in a variety of mediums. The student does not consider audience and in some cases is inappropriate. The student becomes inappropriate in his or her tone when there is a misunderstanding of text. The student is not able to ask and answer questions clearly or appropriately.

0 – The student has not communicated enough to fulfill this aspect of the course.

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