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Rubrics
Why Use a Rubric?

Research shows that students can improve their writing through self-evaluation and peer review, if they follow appropriate guidelines.   Click on the blue buttons above to access rubrics that can guide students as they work on their own or in peer review groups and pairs.  Included is a Writing Center referral form in case your students need additional help.

Here you can also find grading rubrics (e.g., The Proofreading Evaluation Sheet) to help you give students a QUICK, consistent, and informative response to their writing.  These grading rubrics can serve as self-evaluation and peer review rubrics as well.   For instance, consider the following rubrics devised by HU WAC and English faculty. Click on the icons to download Ms Word files that you can modify.

WAC- English Checklist
WAC- English Rating Scale
WAC- English Descriptive Rubric

 


WAC Checklist
(derived from WAC-English scoring sessions
on June 4, 2001, October 26, 2002, and March 1, 2003)

In courses across the curriculum, a student’s paper merits a grade of “A” if it satisfies the following criteria:

Content

Fulfills the assigned task.
Demonstrates understanding of the subject matter.
Presents accurate and precise information.
Relies upon sound reasoning.
Analyzes or synthesizes ideas (if expected).
Provides appropriate evidence (documented, if necessary).
Offers a fresh perspective or creative thinking.
Acknowledges other views (when appropriate).

Arrangement

Presents ideas in a unified and orderly sequence.
Follows an appropriate format.
Enables readers to distinguish important and related information.
Incorporates appropriate graphics (if required).
Looks professional or inviting.

Style

Conforms to the rules of Standard Written English (i.e., grammar, spelling, and mechanics).
Expresses ideas succinctly.
Facilitates reading.
Manipulates language with art or skill.
Maintains an appropriate tone.
Displays a facility with the language of the discipline.
Integrates sources smoothly, according to the conventions of the discipline.

Overall

Accommodates or reveals an awareness of the target audience(s).

 

WAC Rating Scale
(derived from WAC-English scoring sessions
on June 4, 2001, October 26, 2002, and March 1, 2003)

SA= Strongly Agree, A=Agree, D=Disagree, SD=Strongly Disagree, NA=Not Applicable
                                                                                   


Content

SA (4)

A
(3)

D
(2)

SD
(1)

NA

Fulfills the assigned task.

 

 

 

 

 

Demonstrates understanding of the subject matter.

 

 

 

 

 

Presents accurate and precise information.

 

 

 

 

 

Relies upon sound reasoning.

 

 

 

 

 

Analyzes or synthesizes ideas.

 

 

 

 

 

Provides appropriate evidence (documented, if necessary).

 

 

 

 

 

Offers a fresh perspective or creative thinking.

 

 

 

 

 

Acknowledges other views when appropriate.

 

 

 

 

 

 

Arrangement

SA
(4)

A
(3)

D
(2)

SD
(1)

NA

Presents ideas in a unified and orderly sequence.

 

 

 

 

 

Follows an appropriate format.

 

 

 

 

 

Enables readers to distinguish important and related information.

 

 

 

 

 

Incorporates appropriate graphics.

 

 

 

 

 

Looks professional or inviting.

 

 

 

 

 

 

Style

SA
(4)

A
(3)

D
(2)

SD
(1)

NA

Conforms to the rules of Standard Written English (i.e., grammar, spelling, and mechanics).

 

 

 

 

 

Expresses ideas succinctly.

 

 

 

 

 

Facilitates reading.

 

 

 

 

 

Manipulates language with art or skill.

 

 

 

 

 

Maintains an appropriate tone.

 

 

 

 

 

Displays a facility with the language of the discipline.

 

 

 

 

 

Integrates sources smoothly, according to the conventions of the discipline.

 

 

 

 

 

 

Overall

SA
(4)

A
(3)

D
(2)

SD
(1)

NA

Accommodates or reveals an awareness of the target audience(s).

 

 

 

 

 

 

WAC Descriptive Rubric

 

 

 

Total Points:  ____

 

 

 

 

 

 

 

 

 

CATEGORY

5 (A)  Exemplary

4 (B)  Proficient

3 (C)  Average

2 (D)  Minimal

1 (F)  Deficient

CONTENT:
 Task

The writer fulfills the assigned task and demonstrates a thorough understanding of the subject matter and the target audience.

The writer fulfills the assigned task and demonstrates a sound understanding of the subject matter and the target audience.

The writer fulfills the assigned task and demonstrates an adequate understanding of the subject matter and the target audience.

The writer fulfills the assigned task but does not demonstrate an understanding of the subject matter OR the target audience.

The writer does not fulfill the assigned task.

CONTENT: Thinking

The writer analyzes or synthesizes ideas very well, relying upon sound reasoning. When appropriate, the writer cites other views and offers a fresh perspective or creative thinking.

The writer analyzes or synthesizes ideas, relying upon logical reasoning. When appropriate, the writer cites other views.

The writer analyzes or synthesizes ideas, relying upon adequate reasoning. When appropriate, the writer acknowledges other views.

The writer analyzes or synthesizes ideas, but too often  the reasoning may be flawed OR the perspective may be unduly one-sided.

The writer fails to analyze or synthesize ideas OR relies upon faulty reasoning.

CONTENT: Support

The writer presents accurate and precise information. The evidence is compelling and, if necessary, well-documented.

The writer usually presents accurate and precise information. The evidence is appropriate and, if necessary, documented.

The writer presents fairly accurate information. Most of the evidence is appropriate and, if necessary, documented.

The writer presents evidence, but it is not necessarily accurate, precise, or appropriate. If required, documentation may be incomplete or missing.

The writer presents little or no evidence, OR the evidence presented is undocumented when documentation is expected.

ARRANGEMENT: Coherence

The writer presents ideas in a tightly unified and orderly sequence, enabling readers to distinguish important and related information. If required, the writer displays a mastery of the appropriate format.

The writer usually presents ideas in a unified and orderly sequence, enabling readers to distinguish important and related information. If required, the writer follows the appropriate format.

The writer presents ideas in a loosely organized sequence, enabling readers to distinguish important and related information. If required, the writer generally follows the appropriate format.

The writer makes it difficult for readers to follow his or her train of thought OR to identify important and related information. If required, the writer may inconsistently follow the appropriate format.

The writer fails to organize his or her thoughts.  If required, the writer may not follow an appropriate format.

ARRANGEMENT: Appearance

The writer's work looks very professional or inviting. It incorporates appropriate graphics as needed.

The writer's work looks sufficiently professional or inviting. If graphics are included, they are appropriate.

The writer's work looks somewhat professional or inviting. If included, most of the graphics are appropriate.

The writer's work looks a bit unprofessional or less than inviting. If included, some graphics may not be appropriate.

The writer's work does not look professional or inviting. If graphics are expected, the graphics are inappropriate or missing.

STYLE: Correctness

The writer almost always conforms to the rules of Standard Written English (i.e., grammar, spelling, and mechanics.)

The writer usually conforms to the rules of Standard Written English (i.e., grammar, spelling, and mechanics.)

The writer sometimes violates rules of Standard Written English (i.e., grammar, spelling, and mechanics.)

The writer frequently violates the rules of Standard Written English (i.e., grammar, spelling, and mechanics.)

The writer consistently violates certain rules of Standard Written English (i.e., grammar, spelling, and mechanics.)

STYLE:
 Fluency

The writer manipulates language with art and skill, maintaining an appropriate tone. The writer expresses ideas succinctly, producing highly readable prose.

The writer manipulates language skillfully, maintaining an appropriate tone most of the time. The writer expresses most ideas succinctly, producing readable prose.

The writer manipulates language with sufficient skill, maintaining an appropriate tone much of the time. The writer expresses some ideas succinctly.

The writer manipulates language with some difficulty, resulting in an inconsistent tone or some unreadable  sentences.   Some sentences may be wordy or convoluted.

The writer struggles with language, producing awkward shifts in tone and unreadable passages. Many sentences may be wordy or convoluted.

STYLE: Discipline

The writer displays a facility with the language of the discipline and integrates sources smoothly, according to the conventions of the discipline.

The writer displays competent use of the language of the discipline and integrates sources according to the conventions of the discipline.

The writer displays adequate use of the language of the discipline and integrates many sources according to the conventions of the discipline.

The writer displays an uneven use of the language of the discipline OR frequently fails to integrate sources according to the conventions of the discipline.

The writer displays an unfamiliarity with the language of the discipline OR consistently fails to integrate sources according to the conventions of the discipline.

TOTAL:  _____  _____      _____    _____     _____

                                                                            

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