Needs Improvement 1 Context, Audience, and Purpose for Writing

Demonstrates inconsistent or somewhat simplistic attention to context, audience, and purpose in relation to the assigned tasks.

Acceptable 2

Very Good 3

Excellent 4

Demonstrates an exceptional Demonstrates adequate awareness of Demonstrates thorough consideration understanding of context, audience context, audience, and purpose in of context, audience, and purpose and and purpose that is responsive to the relation to the assigned tasks. a clear focus on the assigned tasks. assigned tasks and integrates all elements of the work.

Structure, Organization, and Coherence

Introduction is present, but may set context in a limited way; the thesis or Introduction is present but weak, statement of purpose may be vague, and/or general. A sequence of somewhat vague, general or off-topic. paragraphs presents some support for A sequence of relevant paragraphs the thesis, but relationships among supports the thesis or statement of ideas may be unclear. Transitions are purpose, but relationships among absent or ineffective. Conclusion, if ideas may not always be well thought present, is overly repetitive, through. Transitions are present but generalized or simplistic. may be weak. Conclusion is somewhat repetitive, generalized or simplistic.

The introduction sets context and provides a clear statement of thesis or purpose. A generally well-organized sequence of points supports the thesis and develops the purpose. Transitions and other methods of achieving coherence show most relationships among points. The conclusion demonstrates some independent thought, explores relationships among ideas, and/or provides an application of ideas developed previously in the work.

The introduction sets context and provides a clear statement of thesis or purpose. A logical, well-organized sequence of points supports the thesis and develops the purpose. Transitions and other methods of achieving coherence show relationships among points. The conclusion demonstrates independent thought, explores relationships among ideas, and/or provides an application of ideas developed previously in the work.

Effective Argumentation

Uses only somewhat appropriate Consistently uses appropriate, Sometimes uses appropriate and Generally uses appropriate, relevant, and/or irrelevant evidence to develop relevant, and compelling evidence to relevant evidence to develop and and sufficient evidence to develop simple ideas in some parts of the explore and develop ideas, explore ideas. May be somewhat ideas, substantiate claims, work. Claims are only marginally substantiate claims, demonstrate inconsistent with selection of evidence demonstrate engagement with the substantiated, if at all, by the evidence engagement with the topic, and shape and/or development of claims. topic, and shape the work. presented. the entire work.

Demonstrates consistent use of Demonstrates skillful selection and use Demonstrates an attempt to use Demonstrates an attempt to use credible, relevant sources to help of high-quality, credible, relevant Source Incorporation (May not be sources to support ideas, but sources credible, relevant sources to support support ideas. Source material is sources to develop ideas. Source necessary for all writing situations. may be poorly chosen, and/or ideas. Source material may be integrated with students own material is effectively integrated with Smooth, effective, and ethical source material may be somewhat irrelevant somewhat superficial, suggesting the thinking, though it may not yet be fully students own thinking and topic or insufficient to develop ideas. Use of student may not have completely incorporation is emphasized rather synthesized. Paraphrase and knowledge to shape the entire work. paraphrase or quotation is apparent understood the material. Use of than mechanical conventions of quotations are well-chosen but could Paraphrase and quotations are but either incorrect or extremely paraphrase and quotations is generally particular style guidelines.) be more smoothly woven into the smooth and well-chosen to develop awkward. correct but may be awkward. students own writing. the students own ideas.

Disciplinary Conventions (This

criterion from the LEAP VALUE rubric may not be necessary for the Associates/ Sophomore-Level Writing rubric.)
Attempts to use a consistent system for basic organization and presentation.

Follows expectations appropriate to a specific discipline and/or writing task for basic organization, content, and presentation.

Demonstrates consistent use of important conventions to a specific discipline and/or writing task, including organization, content, presentation, and stylistic choices.

Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task, including organization, content, presentation, formatting, or stylistic choices.

Style, Grammar and Mechanics

Uses language and sentence structure Uses language or sentence structures that generally convey meaning with that seem overly simple, informal, or clarity, though the presentation may awkward, though the general meaning be simple or repetitive. comes through. Contains grammatical Grammatically, writing may include errors that substantially impede some errors, but they do not meaning. substantially interfere with meaning.

Uses straightforward language and sentence structure that clearly conveys meaning to readers. Grammatically, the work has few errors.

Uses graceful language, sentence structure, and style with clarity and fluency to enhance the meaning in a manner appropriate to the purpose for writing. Grammatically, the work is virtually error-free.