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Student Writing Assessment

Introduction

The following rubric is used to consistently measure the extent to which students have accomplished the learning objectives of the courses in writing.

Since writing skills are the same for all courses, students in EAP 1684, ENC 0025, and ENC 1101 will all use the same rubric but be held to different standards.

However, since the expectations for success are at different levels, measurements of student success will be different as well.

The rubric is broken down into four areas and is meant to measure all learning objectives:

• Critical Thinking

• Clarity and Organization

• Language

• Support

Within each area, specific related skills are measured, and the professor scores students based on student accomplishment in each area. The point total is then

added and recorded.

Summary Rubric: The first sheet of the rubric is meant as a summary and a convenience for professors to use while grading student work.

Explanation Rubric: The following four sheets list specific and concrete skill levels that are implied in the summary rubric. The summary rubric, if it is used by

professors, must reflect the specific rubric for each area.

Scoring

To complete the course successfully, students must score the following:

• EAP 1684 and ENC0025 students must score 24 points or more

• ENC 1101 students must score 34ponts or more

Assessment

Assessment not used to improve writing is useless. The writing scored using the rubric must be kept for one year because statistical information can reveal how

successful students are in various courses, EAP 1684, ENC 0025, and ENC 1101 and in the entire basic writing program. No professors’ or students’ names will be

on any of the essays used to review achievement. Statistics from the previous year can identify success and areas where future effort should be focused. Then

department heads can focus on appropriate areas with adjunct instructors. A web-based resource for each rubric area might be developed in time. Please see your

department head for more information.

Student Writing Assessment (Summary Rubric)

Superior

Good

Competent

Below Expectations

Unacceptable

Critical

Thinking

0-15 points:

______________

Exceptionally developed clear,

logical, focused thesis and

content that anticipates and

responds to an academic

audience’s needs and

assumptions.

13-15 pts.:_____________

Clear, logical thinking and a

focused thesis. Does not always

anticipate or respond to the

needs and assumptions of an

academic audience

10-12 pts.:______________

Thesis addresses the issue

and audience, but is too

broad or too narrow.

Provides only general and

limited explanations that

barely meet the needs of an

academic audience

7-9 pts.:_______________

Thesis is ineffective or missing.

Gaps in logical thinking are

noticeable. Logical questions by a

skeptical academic audience are

not addressed.

4-6 pts.:__________________

Does not follow the assignment

instructions and does not

accomplish the purpose of the

assignment. No evidence of critical

thinking.

0-3 pts.:____________________

Clarity &

Organization

0-10 points:

____________

Method of development implied

in topic sentences is clearly and

consistently followed in all

paragraphs. Transitions and

reinforcement of the main idea

add unity and coherence to the

writing.

9-10 pts.:________________

Although an occasional topic

sentences is missing or

ineffective, the method of

development implied in the

topic sentences is mostly

followed. Transitions and

reinforcement of the main idea

are mostly followed.

7-8 pts.: ________________

Topic sentences do not

express clear direction.

Transitions and

reinforcement of the main

idea are minimal, forcing the

reader to make some

connections that should be

made by the writer.

5-6 pts.:________________

Topic sentences are sometimes

present, but most are missing or

ineffective. Development is

aimless, transitions mostly

missing, and the main idea is not

reinforced. The academic

audience cannot follow the logical

thread of the argument most of

the time.

3-4 pts.:___________________

Topic sentences missing or methods

of development implied by topic

sentences are not followed.

0-2 pts.:____________________

Language

0-15 points:

______________

Standard grammar and

punctuation are followed.

Frequently uses specific,

concrete words and phrases that

noticeably add believability and

sophistication to the writing.

Formal tone is consistently used.

13-15 pts.:_____________

Standard grammar and

punctuation are mostly

followed. Uses enough specific,

concrete words and phrases

that make the writing

believable. Formal tone is

consistently maintained.

10-12 pts.:______________

Some repeated grammar and

punctuation errors distract

readers. Uses too many

general words and phrases.

Occasionally uses informal

tone not appropriate to an

academic audience.

7-9 pts.:_______________

Many and varied grammar, and

punctuation errors throughout the

paper make the writing difficult to

understand. Many filler words

used that do not add content or

credibility. Mostly informal tone

is not appropriate to an academic

audience.

4-6 pts.:__________________

Errors in grammar and punctuation

are so frequent that the reader

cannot follow the logic of most

sentences. General and filler words

make the writer and writing not

credible to an academic audience.

Writing is consistently too informal

for an academic audience.

0-3 pts.:____________________

Support

0-10 points:

_____________

Uses ample specific and concrete

facts, examples, and/or

narration. Introduces valid and

believable outside sources, uses

correct in-text citations for

summaries and quotes.

Bibliography, if required, is

correct.

9-10 pts.:________________

Uses some concrete facts

and/or narration but credibility

would be improved with more

specific, concrete details and

examples. Missing minor parts

of in-text documentation.

Bibliography, if required, is

mostly correct.

7-8 pts.: ________________

Some general facts, examples,

and/or narration reduce the

credibility to an academic

audience. Does not introduce

outside sources consistently.

Missing or inconsistent use of

in-text documentation.

Bibliography, if required, is

somewhat flawed.

5-6 pts.:________________

Offers little or no concrete facts.

Generalities make the writing not

credible or convincing to an

academic audience. Includes

many, significant errors with

introductions to outside sources,

in-text citations, summaries, and

quotes. Bibliography, if required,

is mangled or incomplete.

3-4 pts.:___________________

Evidence provided does not conform

to the purpose of the paper or the

assignment. Outside sources are not

credible. Bibliography, if required, is

missing. Blatantly plagiarized.

0-2 pts.:____________________

Total: ________

Comments:

Student Writing Assessment – Critical Thinking (Explanation Rubric)

Comments

(Specific and individual concerns can be addressed here, such a non-native language errors, etc.)

Superior (A)

Good (B)

Competent (C)

Below Expectations (D)

Unacceptable (F)

Exceptionally developed clear

and focused thesis and content

appropriate to the purpose of

the assignment.

Ample evidence of logical

thinking.

Anticipates and responds to

the academic audience’s

knowledge and assumptions.

Evidence of successful

evaluation of the quality of

outside source(s) is reflected

in the writing

13-15 points______

Developed clear and focused

thesis and content appropriate

to the purpose of the

assignment.

Definite evidence of logical

thinking.

Some relevant facts and

assumptions behind the thesis

are not explored or explained

clearly or thoroughly.

Evidence of general evaluation

of the quality of outside

source(s) reflected in the

writing

10-12 points______

Thesis noticeably too broad,

too narrow or not

appropriate to the purpose of

the assignment.

Some evidence of logical

thinking.

Relevant facts and

assumptions behind the

writing are explained using

only general and limited

explanation.

Some evidence of evaluating

the outside source(s) is

reflected in the writing

7-9 points______

Thesis is either ineffective or

missing.

No evidence of logical thinking.

No recognition of the relevant

facts and assumptions behind

the writing.

Shows no evidence of

evaluating outside source(s)

4-6 points_______

Does not follow the

assignment instructions

and does not accomplish

the purpose of the

assignment.

No evidence of critical

thinking.

0-3 points _______

Student Writing Assessment – Clarity and Organization (Explanation Rubric)

Comments

(Specific and individual concerns can be addressed here, such a non-native language errors, etc.)

Superior

Good

Competent

Below Expectations

Unacceptable

Establishes a logical

organization that is easy for

readers to follow.

Noticeably uses effective

topic sentences that establish

a clear direction for the

paragraph, usually at the

beginning of paragraphs.

Methods of development

implied in topic sentences are

clearly and consistently

followed in all paragraphs.

Uses transitions to lead the

reader through the text of

each paragraph.

Regularly reinforces central

idea to create unity and

coherence throughout the

writing.

9-10 points_____

Establishes a logical

organization that is easy for

readers to follow.

Most topic sentences

establish a clear direction

for the paragraph, but an

occasional topic sentence is

either ineffective or missing.

Methods of development

implied in topic sentences

are mostly followed.

Uses transitions most of the

time to lead the reader

through the text of each

paragraph.

Occasionally reinforces the

central idea to create unity

and coherence.

7-10 points______

Does not consistently follow

the implied organization.

Topic sentences exist for most

paragraphs, but many do not

express a clear direction for

the paragraph.

Methods of development

implied in topic sentences are

mostly followed.

Uses transitional words and

phrases infrequently forcing

the reader to look for logical

connections that should be

made more clear.

Minimally emphasizes the

main idea.

5-6 points______

Organization not clearly

understood or not followed.

Topic sentences are sometimes

present, but most are missing

or ineffective.

Does not consistently follow

the methods of development

implied in topic sentences.

Lacks transitional words and

phrases to the point that

reader is unable to follow the

logic of the writing most of the

time.

Does not reemphasize the

main ideas.

3-4 Points_____

Uses little or no coherent

organization throughout

the paper. The ideas

expressed are confusing,

unclear, or do not make

sense to the reader.

0-2 Points______

Student Writing Assessment – Language (Explanation Rubric)

Comments

(Specific and individual concerns can be addressed here, such a non-native language errors, etc.)

Superior

Good

Competent

Below Expectations

Unacceptable

Uses standard English

grammar, mechanics,

spelling, and punctuation.

Uses words that add specific,

descriptive content. Avoids

unnecessary, generalized

fillers. Uses stylistic

techniques that add

emphasis, sophistication, and

polish.

Maintains formal tone for

academic writing by using

third person references. Does

not use intimate second

person references (“you”).

13-15 points______

Uses standard English

grammar, mechanics,

spelling, and punctuation.

Includes specific, descriptive

content, but occasionally

uses general words or

phrasing.

Maintains formal tone for

academic writing by using

third person references.

Does not use intimate

second person references

(“you”).

10-12 points______

Includes a few repeated

grammar, mechanics, spelling,

and punctuation errors

throughout the paper.

Repetitive sentence structure.

Relies on too many general

words and phrases, despite

some specific words and

phrases.

Occasionally uses an informal

tone or point of view that is

not appropriate to academic

writing.

7-9 points______

Includes many and varied

grammar, mechanics, spelling,

and punctuation errors

throughout the paper, making

the writing difficult to

understand.

Repetitive sentence structure.

Contains excessive filler words

that add no content.

Uses a mix of personal

references that makes the

writing neither informal nor

formal enough for academic

writing.

4-6 points_______

Includes many grammar,

mechanics, spelling, and

punctuation errors

throughout the paper,

making the writing very

difficult or impossible to

understand.

Repetitive sentence

structure. Contains

excessive filler words that

add no content.

Uses tone and language

throughout the writing

that are not appropriate to

academic writing.

0-3 points _______

Student Writing Assessment – Support (Explanation Rubric)

Comments

(Specific and individual concerns can be addressed here, such a non-native language errors, etc.)

Superior

Good

Competent

Below Expectations

Unacceptable

Uses ample specific and

concrete facts, examples,

and/or narration that explain

or support the central idea,

thereby giving credibility to

the writing and the writer.

Introduces summaries,

quotes, and/or references to

outside sources.

Consistently and correctly

uses in-text citations.

Supplies correct bibliography

if required by the assignment.

9-10 points_____

Uses some concrete facts

and/or narration that

explain or support the

central idea, but the

credibility of the writing

would be improved with

more specific details and

concrete examples.

Occasionally does not

introduce summaries,

quotes, and/or references to

outside sources.

Consistently and correctly

uses in-text citations with

few or minor errors.

Small errors exist in a

bibliography if required by

the assignment.

7-10 points______

Needs more specific, concrete

facts, examples, and/or

narration to support the

central idea. Supporting facts

are too general throughout

most of the writing, making

the writer and the writing less

credible.

Does not introduce outside

sources consistently.

Includes some errors with in-

text citations, summaries,

quotes and/or references to

outside sources.

Bibliography, if required, does

not substantially follow

correct format.

5-6 points______

Offers few or no facts, and/or

narration to support the

central idea. Because of the

generalities, the writing and

the writer are not convincing

Includes many, significant

errors with introductions to

outside sources, in-text

citations, summaries, quotes,

and/or references to outside

sources.

Bibliography, if required, is

substantially mangled or

incomplete. Entries may be

missing

3-4 points_____

Contains no support, or

the support provided is

not appropriate to the

central idea. Writing and

writer are not believable,

yet alone credible.

Does not introduce

outside sources, cite

summaries, provide

quotes, and/or references

to other sources.

Bibliography, if required,

is missing. (Plagiarism).

0-2 points______

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