Rubric: Writing – Undergraduate

Name: ________________________________________ Date: __________________________________________

Instructor/Rater: __________________________________ Rating Total: ____________

Criteria Unsatisfactory Below Expectations Meets Expectations Above Expectations Outstanding Score
1 2 3 4 5
Organization of the Paper disorganized; Some organization but jumps Organization is logical Opening, middle, and Strong opening,
Paper: information is hard to around. Vague sections showing and generally clear. conclusion are identifiable. supporting middle, and a
A. Organization. follow. opening, middle, and conclusions. Conclusions are Well organized, easy to strong conclusion; well
presented. follow, logical. organized, easy to follow.

B. Writing Style. Writing style is too Sentences sometimes awkward, Sentences are well- Writing style is uniform and Writing style is uniform
“friendly” (reflects run-on, fragments, and dull. Yet, constructed; generally professional throughout. and professional
conversation not a presentation is consistent. Too clear/concise, sometimes Sentences are generally throughout. Sentences are
formal paper). “friendly” in writing; as in offer redundant well- clear, complete,
Sentence structure is conversation. information. Sometimes constructed. interesting, and concise.
poor; too many short “friendly” as in
or run-on sentences. conversation.
Lacks clarity.
C. Word Use. Words used Words are often uninspiring or Adequate, but need to The words within the paper Words follow naturally,
incorrectly; words tend dull and sometimes used without improve generally in the follow naturally, are varied are varied and vivid.
to be simple and definition or meaning. choice of words. and vivid. At times word Words are sophisticated
unsophisticated; choice is too simple or too and reflect the topic.
repetition. complicated.

D. Grammar, diction, Multiple errors in There is more than one spelling There are few spelling Generally, the paper The paper has been
sentence structure, or grammar, diction, or grammatical error per page; and grammatical errors. consists of correct proof-read and checked.
spelling errors. sentence structure, or enough to distract the reader. grammar, punctuation, and There are no errors.
spelling – must be spelling.
redone.

Clarity of Analysis: Analysis is not Analysis is light, bordering on Analysis is logical; top Analysis is clearly and Analysis includes
A. Analysis and logical. Creditable superficial. Logic of analysis is level with minimal concisely described and is sophisticated research
Research. research is lacking. sometimes difficult to follow; depth of analysis. It is based on appropriate methods and clear
Logic of analysis is more research is needed. easy to follow; includes research. It is easy to results. There is logical
difficult to follow; appropriate research follow and is strongly progression to
analysis is methods and references. supported with sound conclusions. Much
incomplete. evidence and support per well-
documentation. researched evidence &
documentation.
Knowledge of the Inappropriate or Paper includes irrelevant facts Analysis is balanced Paper has sufficient facts Paper demonstrates
Subject: insufficient details to or too few needed facts. with adequate level of to support research, sophisticated
A. Facts, Details. and support ideas; factual presentation. analysis, and conclusions. understanding of the
Analysis. significant appropriate inclusion of
deficiencies in facts pertinent facts and
and analysis. analysis.

B. Value of Makes little or no Makes a good attempt to Actually determines Analyzes information in Includes directly
Information. attempt to determine determine whether information whether information is detail. Accurately relevant information.
whether information is credible and relevant to the credible and relevant to articulates and Information provided
is credible and/or task; some errors are made. a specific task. demonstrates credibility supports a credible
relevant, or totally and relevance. analysis. No extraneous
misjudges the data/information is
relevance and included.
credibility of
information.
C. Interpreting Grossly misinterprets Makes some errors in Accurately interprets Interprets information Interprets information
Information and the information interpreting the information or information and gathered accurately and gathered accurately and
Synthesis. gathered or fails to synthesizes it somewhat concisely synthesizes it. shows some insight into is very insightful in
synthesize it imprecisely. the interpretation. interpreting it.
correctly.

D. Understanding of Does not demonstrate Demonstrates some Demonstrates some Moves beyond surface Significant evidence of
Subject. understanding of understanding of the topic, but understanding of the understanding and background work in
topic beyond a does not always make topic; makes adequate demonstrates facility with facts, theory, and related
surface level; little connections among ideas. connections among topical and disciplinary research. Much thought
evidence of ideas. knowledge. given to relating topic to
background work in course subject. Shows
facts. Little thought depth of understanding
given to relating topic about the subject.
to course subject.

Conclusions None, or summary is A conclusion is made from the Some thoughtful Several thoughtful Numerous, detailed
Reached: cursory; is not evidence offered and states conclusions are reached conclusions are reached conclusions are reached
carefully related to implications in terms of course from the evidence from the evidence offered; from the evidence
subject. subject, but is cursory and/or is offered; shows some clear/insightful offered and show
minimal. understanding of understanding of the sophisticated
implications for the meaning of the results for understanding of the
field. the field. meaning of the results
for the field.
Reviewed: 12 November 2012
To be used for Reporting in PDII class but available to all professors wishing to assess Written Communication.