| Characteristics of Effective College Writing | Exemplary: 4 | Proficient: 3 | Basic: 2 | Not Demonstrated: 1 |
|---|---|---|---|---|
| Content Content of paper addresses assignment |
Paper has clear thesis that thoroughly and insightfully addresses all aspects of the assignment. All parts of paper support thesis and clearly and accurately make case. | Paper has thesis that addresses assignment. Some parts of paper could have more thoroughly supported thesis. | Paper has incomplete or ill-defined thesis, and does not completely address the assignment. Content sometimes strays from the assigned topic. | Paper has no clear thesis and does not address the assignment. |
| Organization Paper is organized and readable; has distinct introduction, body, and conclusion |
Paper is interesting and readable. It has a distinct introduction that grabs the reader’s attention; a body that clearly addresses all main points; and a conclusion that ties paper together. Paragraphs flow together with smooth transitions. | Paper is readable and has an introduction, a body, and a conclusion. Some points could have used stronger support, and stronger transitions could have helped paper have better flow. | Paper has limited readability and an inadequate introduction, body, and/or conclusion. Transitions are lacking, and paper is difficult to understand. | Paper is disorganized, has no introduction, body, or conclusion. Work needs to be reorganized and re-done. |
| Evidence of Critical Thinking Paper presents creative solutions, applications, or predictions, beyond the obvious. |
Writer develops logical and reasoned independent ideas that go beyond predictable outcomes or the conclusions of researched materials. Follows where evidence and reason lead in order to obtain defensible, thoughtful, logical conclusions or solutions. Makes deep rather than superficial inferences Makes inferences that are consistent with one another. Identifies the most significant implications and consequences of the reasoning (whether positive and/or negative). Distinguishes probable from improbable. |
Ideas are logical and reasoned, but demonstrate lesser degree of originality. Follows where evidence and reason lead to obtain justifiable, logical conclusions. Makes valid inferences, but not with the same depth as a (4). Identifies significant implications and consequences and distinguishes probable from improbable. |
Writing is primarily opinion without valid support. Little critical thinking is evident. Follows existing evidence to obtain conclusions. Makes inferences, but not necessarily based on existing or prevalent reasons or reasoning. Identifies scant implications and consequences and in a lesser fashion distinguishes probable from improbable. |
Paper lacks evidence of critical thinking. Uses superficial, simplistic, or irrelevant reasons and unjustifiable claims. Makes illogical, inconsistent inferences. Exhibits closed-mindedness or hostility to reason; regardless of the evidence, maintains or defends views based on self-interest. Ignores significant implications and consequences of reasoning. |
| Conventions Citations/References Grammar , Spelling, Vocabulary, and Sentence Structure |
Writer correctly uses APA Style for the citations throughout and for the references. Spelling, punctuation, capitalization, and vocabulary usage are correct and appropriate to CR/MSCR paper submission. Sentences are varied and grammatically correct. Writing is error-free. Word choice and vocabulary show an exceptional understanding of course content. Word choice is well matched to the subject and audience. |
Writer correctly uses APA Style for the references, but incorrectly for a few citations. Sentences have few grammatical errors that seriously detract from meaning, but sentences could have been more varied and interesting. Some spelling and punctuation errors exist, but they do not seriously detract from meaning. Some understanding of course content is shown. Word choice and vocabulary are acceptable. |
Writer incorrectly uses APA Style for the references and citations. Spelling, punctuation, capitalization, and vocabulary usage contain flaws that impede and detract from readability. Tone is inconsistent and/or inappropriate. Sentences are simple and lack variety. A number of grammatical mistakes that detract from meaning are present. Writing has many spelling and punctuation errors that detract from meaning. Word choice and vocabulary do not clearly express ideas or address the assignment. |
APA convention is not used for the references or citations. Sentences are unclear and many grammatical errors in structure make paper virtually unreadable. Spelling, punctuation, capitalization, and vocabulary usage contain major flaws that impede readability. Tone is wildly inconsistent and/or inappropriate. Writing has so many spelling and punctuation errors as to be virtually unreadable. Word choice and vocabulary are vague and unclear. |