301 Arg Essay Rubric, By Leslie Bruce 301 Arg Essay Rubric, By Leslie Bruce 301 Arg Essay

Rubric, By Leslie Bruce 301 Arg Essay Rubric, By Leslie Bruce 301 Arg Essay Rubric, By Leslie Bruce
SLO SLO Absent or Below Basic Developing Proficient Advanced
1
Write for a specific
audience and purpose.
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.
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.
Usually 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.
Shows sophisticated attention
to audience's needs, defining
necessary terms and ideas and
using audience-appropriate
language. Purpose is clear and
achieved with style.
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 without
introducing source.
Frequently uses irrelevant or
unpersuasive sources.
A few errors in MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. Often includes
sources without introduction
in cases when introduction is
necessary. Sometimes uses
irrelevant or unpersuasive
sources.
Correctly uses MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. Usually introduces
each source fully (as necessary)
reader knows who did the
research or communicating, for
whom, and why. Use of sources
is usually relevant and
persuasive.
Correctly uses MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. Introduces each
source fully (as necessary)
reader knows who did the
research or communicating, for
whom, and why. Use of sources
is always relevant and
persuasive.
3
Compare, contrast,
and synthesize
carefully and
objectively the relative
merits of alternative or
opposing arguments,
assumptions, and
cultural values.
Fails to consider the relative
merits of alternative or opposing
arguments, assumptions, and
cultural values.
Attempts to compare, contrast, and
synthesize the relative merits of
alternative or opposing arguments,
assumptions, and cultural values,
but may lack objectivity or
thoroughness in the comparison.
Compares, contrasts, and synthesizes
the relative merits of alternative or
opposing arguments, assumptions, and
cultural values.
Compares, contrasts, and synthesizes
carefully, objectively, and insightfully
the relative merits of alternative or
opposing arguments, assumptions, and
cultural values.
4
Organize ones
thoughts and
communicate them
clearly and
persuasively to
address a rhetorical
situation.
Organizational devices
(thesis, topic sentences,
transitions) may be absent,
unrelated to the prompt, or
illogically connected. Ps are
usually not unified or
organized.
Organizational devices
(thesis, topic sentences,
transitions) fit the prompt,
but may be vague, too broad,
or inconsistenly or illogically
linked. Ps may not be
unified.
Clear, specific organizational
devices (thesis, topic sentences,
transitions) fit the prompt and
tie ideas together adequately.
Clear, specific organizational
devices (thesis, topic sentences,
transitions) fit the prompt and
tie ideas together logically and
seamlessly.
4
Organize ones
thoughts and
communicate them
clearly and
persuasively to
address a rhetorical
situation.
Inadequate, inappropriate,
or irrelevant reasoning and
evidence.
Over uses or under-analyzes
evidence. May omit
reasoning or include logical
errors. May include some
irrelevant or unpersuasive
evidence.
Usually supports the thesis and
paragraph claims with credible,
relevant, thorough, logical
reasoning and analyzed
evidence.
Supports the thesis and
paragraph claims with relevant,
thorough, logical, and insightful
reasoning and analyzed
evidence.
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.
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.
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.
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.