Writing Assignment Rubric
Criteria 0 Points – Unacceptable 1 Point – Needs Improvement 2 Points – Satisfactory 3 Points – Excellent
| Clarity of Expression |
The writer is unable to express ideas in a way in which the reader can understand the concepts or ideas. There is no clear thread from one idea to the next. |
The writer expresses ideas in a disjointed fashion making it difficult for the reader to ascertain the communication of thoughts and concepts. |
The writer expresses ideas in a normal voice that requires some effort on the part of the reader to connect ideas with concepts. |
The writer expresses ideas in a normal voice that allows a smooth reading and clear communication of those ideas. The ideas are written in such a way that they can be understood easily without excessive struggle on the part of the reader. |
| Logical Organization of Ideas |
Essay does not contain an introductory paragraph and suffers from a lack of a thesis. There is no central direction to the paper and paragraphs do not flow logically into the next. |
Essay is missing several key components to an introductory paragraph and the thesis is undeveloped. The direction of the paper is unclear and each paragraph has difficulty flowing into the next. |
Essay contains most elements of an introductory paragraph and somewhat identifies the thesis of the paper, maintaining a sense of interest with the reader. There are elements of a direction, though they may not always be clear. Most paragraphs flow logically into the next. |
Essay contains an introductory paragraph that clearly identifies the thesis of the entire paper, engaging the reader to continue reading. The reader has a sense of the writer’s direction throughout the essay and each paragraph flows logically into the next. |
| Amplification & Detail |
Essay contains very few to no developed ideas or supporting details. The reader cannot ascertain the answers to the underlying questions such as “what,” “what if,” “why not,” “how,” and “why?” |
Essay is lacking developed ideas and supporting details. Very few examples are provided to support detail. The reader is left to wonder about the underlying questions such as “what,” “what if,” “why not,” “how,” and “why?” |
Most ideas are developed and provide enough supporting detail to render conclusions. Details include some examples, allusions, statistics, citations, or paraphrases. Most of the underlying questions such as “what,” “what if,” “why not,” “how,” and “why?” |
The writer is able to develop the ideas of the essay fully and provides adequate supporting detail. Details include examples, allusions, statistics, citations, paraphrases and more. The writer has answered the underlying questions such as “what,” “what if,” “why not,” “how,” and “why?” |
| Critical Thinking |
The writer has no clear perspective and is unable to consider alternative perspectives. Lacking these perspectives, there is no conclusion to be drawn or examples provided to express the importance of the point the writer is trying to make. |
The writer is not able to analyze the subject from a particular perspective, lacks other perspectives that could otherwise help connect with their conclusions. Very few examples are provided to express the importance of the point the writer is trying to make. |
The writer demonstrates the ability to analyze the subject from one particular perspective while somewhat incorporating others, identifies the main issue at stake and can connect their conclusion to the central theme of the paper. Some examples are provided expressing the importance of the point the writer is trying to make. |
The writer demonstrates the ability to analyze a subject from different perspectives, identify what is at stake in each, and connect their conclusions to the central theme of the paper. It is not sufficient to present examples without making clear the importance of these examples and how they advance the point the writer is trying to make. |
| Effective Use of Research Techniques Where Appropriate |
The writer is unable to select appropriate material from references or provides no references from which they derive their ideas. There is a clear disconnect between the writer and the use of APA documentation style. |
The writer exhibits some struggle with selecting appropriate material from references to support their ideas. Very few references are utilized and the integration of this material is limited. The writer expresses a limited understanding of the correct use of APA documentation style. |
The writer exhibits some familiarity to select mostly appropriate materials from references to support their ideas. Similar references are utilized to integrate material from reference to support their ideas and an understanding in the correct use of APA style documentation is evident. |
The writer exhibits the ability to select appropriate material from references to support their ideas. They use a variety of references, integrating the source material from reference to support their ideas and demonstrate consistent and correct use of APA documentation style. |
| Effective Use of Language & Direction |
The writer does not use vocabulary that is suitable to the subject as well as the audience (i.e. text speak). The words are not utilized accurately or effectively. |
The writer struggles with the proper application of vocabulary that may not necessarily be suitable to the subject or audience. The words struggle to be utilized accurately and effectively. |
The writer uses adequate vocabulary that mostly addresses the subject as well as the audience. The words are mostly utilized accurately and effectively. |
The writer uses vocabulary that is suitable to the subject as well as the audience. The words are utilized accurately and effectively. |
| Mechanics & Usage |
The writer is unable to utilize proper mechanics. Additionally, the writer is unable to express clear usage. Errors cause extreme interference with the reading of the text. |
The writer struggles to utilize proper mechanics. Additionally, the writer struggles with correct usage. There are several errors that interfere with the reading of the text. |
Mechanics are mostly correct, including the standard conventions of spelling, capitalization, etc. Usage is mostly correct, including verb-tense agreement, noun-pronoun agreement, run-on sentences, etc. Some errors interfere with the reading of the text. |
Mechanics include the standard conventions of spelling, capitalization, punctuation and correct paragraph indentation. Usage involves verb tense, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on sentences and sentence fragments. Occasional errors that do not interfere with the reading of the text may be considered acceptable. |
| Total # of Possible Points: 21 |
