Sample Rubrics For Grading Written Work (Page 3 of 4) in pdf

The “D” paper only begins to meet the assignment requirements, indicating the writer’s ability to address

the rhetorical situation (the assignment) somewhat competently, but the writing contains major

weaknesses and/or flaws that mark it as less than what is expected in one or more of the following

ways: The thesis is difficult to identify; may be a bland restatement of an obvious (non-debatable)

point. The main idea is barely recognizable and is wholly ineffective, confused or too general. The paper

lacks coherence, providing no discernible argument; ideas do not flow logically and do not make

sense. Scant or no attention to rhetorical appeals; little to no addressing of counterargument(s). Content

and overall writing style is inconsistent, simplistic, and inappropriate for the audience. The support

offered is weak, vague, unconvincing, inaccurate, irrelevant or too narrow in focus; there is a general

failure to support statements or evidence seems to support no statement. Scant or no insightful

connections to outside material made. Quotes, paraphrases, summaries, and reference are not

integrated appropriately. Analysis is scant or very weak in attempt to relate evidence to argument; may

be no identifiable argument, or no evidence to relate argument to. Writer’s credibility is suspect. Overall

structure, organization, and paragraph construction are difficult to read, or inappropriate for

audience. Little to no awareness of audience/reader expectations. Transitions are confusing or

nonexistent. Sentence structure, grammar, and diction have major problems (so many that the text is

difficult to read – ie. awkward, vague); frequent major errors in punctuation and citation style; frequent

and repeated major spelling errors indicative of careless proofreading. Inadequate attempt made at using

the technology element as defined by assignment (ie. incorporation of commonly used research

databases and web sources or incorporation of technological creativity according to assignment).

The “F” Essay

The “F” paper fails to address the assignment and shows an obvious minimal lack of effort or

comprehension of assignment purpose. The writing is very difficult to understand owing to major

problems with organization, clarity, structure, analysis, and mechanics. There is no thesis (or thesis is

unclear, unsuitable to assignment, and does not adequately address assignment topic and rhetorical

situation); no central main idea, no support or evidence, unreadable style and voice or tone alienates

audience). Substantial errors in grammar and mechanics that deviates significantly from conventions of

standard written English. Research and technology inappropriately incorporated (if at all) and is

incorrectly documented.

Sample Rubric 3 (from Lindsey Zanchettin, PhD student and GTA in the Auburn University

Department of English)

“A” work is consistently thought-provoking, cogent, inspired, and exceptional. The writer/thinker

demonstrates a sophisticated understanding of the complexities involved in rhetorical situations. She

writes with purpose, an authoritative and original voice, and uses polished language and rhetorical

moves. She demonstrates an understanding of scholarly research and contributes new ideas to the larger

academic discussion in which she is participating. She employs the appropriate tone and formality in

crafting the assignment by a thoughtful consideration of her audience. The organization is purposeful and

effective. There are little to no grammatical or mechanical errors.

“B” work is above a competent level and reflects a thoughtful, well-argued consideration of the

assignment’s guidelines. The writer/thinking demonstrates an above satisfactory understanding of the

complexities involved in rhetorical situations. She writes clearly and with a unique voice. She

demonstrates an adequate understanding of scholarly research and attempts to make contributions to

academic discussions. The organization is good overall, though it may not support the overall argument

Sample Rubrics For Grading Written Work Page 3