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Guide to Writing at Stetson University

This guide is designed for students and faculty to use as a resource for what “good college writing” looks like—and how students can achieve it—and how faculty can encourage it.

University Writing Rubric

Writing Outcome (v3.0): Students can write effectively to multiple audiences and for multiple purposes

Written Communication VALUE Rubric (slight adaptations from AAC&U; Rev Nov 2017)

Mastery

4

Proficient 

 3

Developing  

2

Introductory

1

Context and Purpose

Responds to rhetorical situation (audience, purpose, circumstances)

Demonstrates a thorough understanding of rhetorical situation that is responsive to the task and focuses all elements of the work.

Adequate consideration of rhetorical situation and a clear focus on the assigned task

Demonstrates awareness of rhetorical situation and assigned task (e.g., begins to show awareness of audience’s perceptions and assumptions)

Demonstrates minimal attention to rhetorical situation or to task (e.g., expectation of instructor of self as audience)

Content/Development

Use appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding and shaping the whole work

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work

Uses appropriate and relevant content to develop and explore ideas through most of the work

Uses appropriate and relevant content to develop simple ideas in some parts of the work

Genre/Discipline

Formal and informal expectations for writing in particular forms and/or academic fields

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

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

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

Attempts to use a consistent system for basic organization and presentation

Sources/Evidence

Demonstrates skillful use of high quality, credible, relevant sources to develop ideas appropriate for the discipline and genre of the writing

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and/or genre of the writing

Demonstrates attempt to use credible and/or relevant sources to support ideas appropriate for discipline and genre of the writing

Demonstrates attempt to use sources to support ideas in the writing

Syntax/diction/mechanics

Includes word choice, sentence structures, usage, mechanics, punctuation, grammar

Uses graceful language that skillfully communicates meaning to readers with clarity and fluency. Virtually error-free

Uses straightforward language that generally conveys meaning to readers. Language has few errors.

Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.

Uses language that sometimes impedes meaning because of errors in usage or mechanics.

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