WRITING RUBRIC - Advanced

Rehabilitation Sciences Department

LEVEL/ SECTION: ………………………………………………………

Course title (Course Code)……………………………………………….

Student Name:

Student ID:
 WRITING RUBRIC - Advanced
Assignment Check List

Assignment Title:
Criteria

Needs
High Proficiency Proficiency
Acceptable Improvement Unacceptable
Performance Indicators 4
5 3 2 1

Content‐Specific
Criteriai
& Organization

Instructor/
Assignment
Guidelines
[ILO 1]
Coverage

Purpose
&
Support

[ILOs 2 & 4]

Structure, grammar, &

Development
[ILOs 3, 5 , 6]

Documentation of
Sources
[ILO 1]
Criteria WRITING RUBRIC - Advanced

Needs
Performanc High Proficiency Proficiency
Acceptable Improvement Unacceptable
e 4
Indicators 5 3 1
2

Content‐Specific ∙Writing meets all ∙Writing meets most ∙Writing meets minimum ∙Writing is acceptable for meeting ∙Writing content/ assignment may
Criteriai assignment requirements need further clarification.
& Organization

assignment content assignment content assignment content

Instructor/ requirements. requirements. requirements. -Recognizable attempt to meet
Assignment assignment and/or content
Guidelines requirements.
[ILO 1]
∙Writing is clear and ∙Writing is generally clear and ∙Writing is adequate. Is ∙Writing may not be fully compliant ∙Writing is
Coverage

appropriate for the appropriate for the purpose of the clear and appropriate with the purpose of the unclear and
Purpose purpose of the assignment—with some for the purpose of the assignment. inappropriate for
& assignment. exceptions. assignment. ∙Beginning, middle, & ending are the purpose of
Support ∙All evidence and ∙Evidence and examples are ∙Evidence and examples distinguishable but may require the assignment.
examples are generally effective, specific and meet basic requirements further ∙Evidence and
[ILOs 2 & 4] effective, specific and relevant—with some exceptions. for being effective, development to be examples are not
relevant. specific, and relevant. adequately effective, effective, specific
specific and relevant. and/or relevant.

∙Coherent and logical ∙Organization of ideas is ∙Organization of ideas ∙Organization of ideas does not ∙Ideas are incoherent and
Organization of ideas. generally coherent and logical. meets the minimum meet the minimum requirement Illogically organized.
Well‐developed ∙In addition, most paragraphs are requirement for being for coherency and logic. ∙Paragraphs are
Paragraphs and effective well‐developed and use coherent and logical. ∙Paragraphs lack undeveloped
Structure, transitions. effective transitions. ∙Some paragraphs may development and/or fail to employ and need transitions.
grammar, & -There are no spelling or grammar -There are no spelling errors and be well‐developed and transitions effectively. -Frequent spelling and grammar
Development errors. grammar errors do not affect use effective transitions -Grammar and spelling errors may errors persist.
[ILOs 3, 5 , 6] meaning. There are no spelling while others do not. detract from readability.
-There are some spelling and
grammar errors.
grammar, & There are no spelling or grammar errors and grammar errors do not There are some spelling and
errors. affect meaning. grammar errors.
 WRITING RUBRIC - Advanced
∙All sources are ∙Most sources are peer- ∙Sources meet the minimum ∙Sources do not meet the ∙Insufficient sources and/or
peer-reviewed , Insufficient quality, critical
reviewed and documented requirements minimum requirements for
documented and review and documentation.
following standard practices of for being peer-reviewed and being peer-reviewed and
formatted following Standard practices of the
Documentation of the field (APA/ Vancouver format, documented following paper is not documented
standard practices of field are not followed.
Sources etc.). standard practices of the
the field (APA/ Vancouver format, following
[ILO 1] field (APA/ Vancouver format, etc.).
etc.). standard practices of
the field (APA/ Vancouver format,
etc.).

Information was
sequenced in a logical
manner. Information was
organized so that the
viewer was ready to
Content-Sequence: accept, or expect, the
Information logically next idea.
organized
Information was
sequenced in a logical
manner. Ideas flowed
between paragraphs and
pages.
Information did not
always flow logically
between paragraphs or
pages.
Information was not
clear and did not flow in
a logical order.

i Instructors’ guidelines means based on the specific assignment. Assignments will vary based on content and related criteria as indicated in the syllabus.

Intended Learning Outcomes:

1. Students will be able to express information in writing using designated and appropriate formatting and citations ( APA/ Vancouver format) as
designated by the instructor, based on the assigned content guidelines.
2. Students will demonstrate the use of the assignment statement as the statement of purpose for developing the subject matter, by supporting the
topic with evidence-based research.
3. Students will demonstrate understanding of writing for an audience, and the use of logical relations, organization, coherence, reasoning, and
transition, in the progression of an idea.
4. Student will use content and resources relevant to the topic, such that the details and data demonstrate understanding of the subject matter and the
shaping of the entire assignment.
5. Students will establish their understanding of vocabulary germane to the topic through proper use of words in-context.
6. Students will complete the writing assignment free of grammar, spelling, and punctuation errors.