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301 EDITORIAL RUBRIC

SLO
1. Write for a
specific
audience and
purpose.

2. Find,
evaluate,
select,
synthesize,
organize,
ethically cite,
and present
information
from a variety
of sources
appropriate to
their
disciplines.

3. Compare,
contrast, and
synthesize
carefully and
objectively
the relative
merits of
alternative or
opposing
arguments,
assumptions,
and cultural
values.

Absent or
Below Basic
Audience's
needs are often
not recognized:
terms and ideas
need
explanation and
language needs
adjustment for
the audience.
Purpose (to
argue a position
persuasively)
isn't clear or
achieved.

Omits or uses
incorrectly
MLA- or APAstyle
parenthetical
citations,
quotation
marks, and
works cited list.
Drops
quotations and
ideas into text
without
introducing
source.
Frequently uses
irrelevant or
unpersuasive
sources or
relies
exclusively on
one source.
Fails to support
claims with
relevant
reasoning
and/or specific
evidence.
Objectivity and
a controlling
idea may be
lacking.

Comments

Developing

Proficient

Advanced

Shows some
attention to
audience's
needs,
sometimes
defining
necessary terms
and ideas and
using audienceappropriate
language.
Purpose (to
argue a position
persuasively)
may be unclear
at times, and it
may not be
achieved
convincingly.
A few errors in
MLA- or APAstyle
parenthetical
citations,
quotation
marks, and
works cited list.
Often includes
sources without
introduction in
cases when
introduction is
necessary.
Sometimes
relies too
heavily on a
single source or
uses irrelevant
or unpersuasive
sources.

Usually shows
attention to
audience's
needs, defining
necessary terms
and ideas and
using audienceappropriate
language.
Purpose (to
argue a position
persuasively)
may be implied,
but it's clear and
achieved.

Shows
sophisticated
attention to
audience's needs,
defining necessary
terms and ideas
and using
audienceappropriate
language. Purpose
(to argue a
position
persuasively) is
clear and achieved
with style.

Correctly uses
MLA- or APAstyle
parenthetical
citations,
quotation marks,
and works cited
list. Usually
introduces each
source fully (as
necessary)
reader knows
who did the
research or
communicating,
for whom, and
why. Use of
sources is
usually diverse,
relevant and
persuasive.

Correctly uses
MLA- or APAstyle parenthetical
citations,
quotation marks,
and works cited
list. Introduces
each source fully
(as necessary)
reader knows who
did the research or
communicating,
for whom, and
why. Use of
sources is always
diverse, relevant
and persuasive.

When you
introduce a
person, I think you
should incude
something that
makes them look
more credible. For
example, you did a
good job at
explaining who
James Judy when
talking about how
water parks are
trying to find ways
to reduce water;
but then yo
introduce some
people like Lauren
Markham, who I
don't know if she's
credible of not.

Attempts to
support claims
with reasoning
and evidence,
but specificity
and/or
objectivity may
be lacking. A
controlling idea
may be missing
or implied.

Usually supports
the controlling
idea and
paragraph
claims with
relevant,
thorough, and
insightful
reasoning and
specific
evidence.
Usually
maintains
objectivity.

Supports the
controlling idea
and paragraph
claims with
relevant, thorough,
and insightful
reasoning and
specific evidence.
Maintains
objectivity.

It was a little hard


for me to decipher
where the counterargument was. I
like the
information you
provided such as
water park water
usage because it
definitely helped
strengthen your
argument.

301 EDITORIAL RUBRIC

4. Organize
ones
thoughts and
communicate
them clearly
and
persuasively
to address a
rhetorical
situation.

5. Recognize,
evaluate, and
employ the
features and
contexts of
language and
design that
express and
influence
meaning and
that
demonstrate
sensitivity to
gender and
cultural
differences.

Organizational
devices
(controlling
idea, headings,
subheadings,
topic sentences,
transitions)
may be absent,
unrelated to the
prompt, or
illogically
connected. Ps
contain
multiple topics
or are
disorganized.
Spelling,
syntax, diction,
or punctuation
errors impede
readability.
Language may
reflect a gender
or cultural bias.
Design may be
unconventional
and ineffective.

Organizational
devices
(controlling
idea, headings,
subheadings,
topic sentences,
transitions) fit
the prompt, but
may be vague,
too broad, or
inconsistently
or illogically
linked. Ps may
not be unified.

Clear
organizational
devices
(controlling
idea, headings,
subheadings,
topic sentences,
transitions) fit
the prompt and
tie ideas and
topics together
adequately. Ps
are usually
unified.

Clear, specific
organizational
devices (thesis,
topic sentences,
headings,
transitions) fit the
prompt and tie
ideas and topics
together logically
and seamlessly.
Paragraphs are
unified.

Spelling,
syntax, diction,
or punctuation
errors often
impede
readability or
otherwise
distract from
meaning.
Language may
occasionally
suggest a
gender or
cultural bias.
Design may be
unconventional
or ineffective.

Spelling, syntax,
diction, or
punctuation
errors are few
and do not
distract from
meaning.
Language
respects gender
and cultural
differences.
Design is
conventional
and effective.

Outstanding
control of
language,
including effective
diction and
sentence variety.
Language respects
gender and
cultural
differences.
Design is
conventional and
effective.