Absent or Below Basic Developing Proficient Advanced

1
Write formally and
informally, in-class
and out-of-class, for a
variety of audiences
and purposes.
Audience's needs are often
not recognized: terms and
ideas need explanation and
language needs adjustment
for the audience. Purpose
isn't clear or achieved.
Few changes between
genres and styles.
Shows some attention to
audience's needs,
sometimes defining
necessary terms and ideas
and using audience-
appropriate language.
Purpose may be unclear at
times, and it may not be
achieved convincingly.
Demonstrates difficulty in
transitioning between
genres and styles.
Shows attention to audience's
needs, defining necessary
terms and ideas and using
audience-appropriate
language. Purpose may be
implied, but it's clear and
achieved. Transitions between
genres and styles competently.
(Proposal covers the formal
writing. Just need an informal
piece of writing)
Shows sophisticated attention
to audience's needs, defining
necessary terms and ideas and
using audience-appropriate
language. Purpose is clear and
achieved with style.
Transitions between genres
and styles with ease.
2
Find, evaluate, select,
synthesize, organize,
ethically cite, and
present information
from a variety of
sources appropriate
to their disciplines.
Omits or uses incorrectly
MLA- or APA-style
parenthetical citations,
quotation marks, and
works cited list. Drops
quotations and ideas into
text when introduction is
appropriate. Frequently
uses irrelevant sources.
A few errors in MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. Often neglects to
introduce source when
introduction is appropriate.
Sometimes uses irrelevant
sources.
Correctly uses MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. When appropriate,
usually introduces each source
fullyreader knows who did
the research or
communicating, for whom, and
why. Use of sources is usually
relevant.
Correctly uses MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. When appropriate,
introduces each source
fullyreader knows who did
the research or
communicating, for whom,
and why. Use of sources is
always relevant.
3
Compare, contrast,
and synthesize
carefully and
objectively the
relative merits of
alternative or
opposing arguments,
research, and/or
methods.
Fails to consider the
relative merits of
alternative or opposing
arguments, research,
and/or methods.
Attempts to compare,
contrast, and synthesize
the relative merits of
alternative or opposing
arguments, research,
and/or methods, but may
lack objectivity or
thoroughness in the
comparison.
Compares, contrasts, and
synthesizes the relative
merits of alternative or
opposing arguments,
research, and/or methods.
Compares, contrasts, and
synthesizes carefully,
objectively, and insightfully
the relative merits of
alternative or opposing
arguments, research,
and/or methods.
363 Portfolio SLOs Rubric, By Leslie Bruce
SLO
Organizational devices
(thesis, topic sentences,
headings, transitions) may
be absent, unrelated to the
prompt, or illogically
connected. Paragraphs are
usually not unified or
organized.
Organizational devices
(thesis, topic sentences,
headings, transitions) fit the
prompt, but may be vague,
too broad, or inconsistenly
or illogically linked.
Paragraphs are typically not
unified.
Clear, specific organizational
devices (thesis, topic
sentences, headings,
transitions) fit the prompt and
tie ideas together adequately.
Paragraphs are usually unified.
Clear, specific organizational
devices (thesis, topic
sentences, headings,
transitions) fit the prompt and
tie ideas together logically and
seamlessly. Paragraphs are
consistently unified.
Inadequate, inappropriate,
illogical, or irrelevant
reasoning and evidence.
Over uses or under-analyzes
evidence. May omit
reasoning and include some
irrelevant, illogical, or
unpersuasive evidence.
Usually supports the thesis and
paragraph claims with
persuasive reasoning and
credible, relevant, logical, and
analyzed evidence.
Supports the thesis and
paragraph claims with
relevant, thorough, logical,
and insightful reasoning and
analyzed evidence.
Tone and/or design usually
suggest/s an absence of
awareness of audience
and/or generic
conventions.
Tone and/or design are/is
sometimes inappropriate or
unconventional.
Appropriate tone and design
conform to assigned audience
and genre.
Sophisticated tone and design
engage reader and conform to
assigned audience and genre.
Spelling, syntax, diction, or
punctuation errors impede
readability.
Spelling, syntax, diction, or
punctuation errors impede
readability or otherwise
distract from meaning.
Spelling, syntax, diction, or
punctuation errors are few and
do not distract from meaning.
Outstanding control of
language, including effective
diction and sentence variety.
6
Improve ones own
and others writing
skills through the
assessment and
critique of written
works.
Fails to offer specific
critique to peers and fails
to respond to peer and
instructor critique during
revision.
Offers thoughtful, though
sometimes vague critique to
peers and attempts to
respond to peer and
instructor critique during
revision.
Offers specific critique to peers
and responds thoughtfully to
peer and instructor critique
during revision.
Offers insightful, specific
critique to peers and responds
thoughtfully to peer and
instructor critique during
revision.
5
Recognize, evaluate,
and employ the
features and contexts
of language and
design that express
and influence
meaning and that
demonstrate
sensitivity to gender
and cultural
differences.
4
Organize ones
thoughts and
communicate them
clearly and
persuasively to
address a rhetorical
situation.
If this was my portfolio, I'd focus on these three things this week:
If this was my portfolio, I'd be proud of these three things: