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
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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
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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
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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. |