Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction and thesis statement Effectively addresses class and teacher w/in common conversation about literacy consider the text s ideas Employs thesis statement that focuses writer s summative point ( strong response ) about the text being analyzed. Appropriately addresses the three parts of the assignment: summary, rhetorical analysis, strong response Employs logical sequence of connected s reader s understanding of the text s ideas Effectively frames s around writer s own points, which link to thesis Effectively uses summary, paraphrase, and quotation from the analyzed text as evidence supporting those points Effectively employs tactics of exposition Uses smooth, clear attributive phrases and consistent MLA style parenthetical citations when referring to material from the text being analyzed or to any external material that is not common knowledge Presents accurate MLA works cited list Purpose re rhetorical analysis is discernible but not explicit Addresses class and teacher w/in common conversation about literacy consider the text s ideas Employs thesis statement that establishes some organization for the paper Employs clear arrangement of s reader s understanding of the text s ideas Frames s around general statements Uses summary, paraphrase, & quotation to describe the analyzed text rather than to support points about it Employs tactics of exposition within paragraphs Uses attribution and internal MLA style citations with little awkwardness and few inconsistencies or errors Presents competent MLA works cited list Vaguely expresses writer s purpose in the intro Gives little attention to audience Readers are confused and/or insulted and are not persuaded to consider the text s ideas Employs thesis statement that is formulaic or unrelated to the body s Employs confusing arrangement of s Organization problems make it difficult for a reader to follow the text s ideas States general points that are vague, confusing, or unrelated to thesis; or presents paragraphs without point sentences Paragraphs serve mainly to summarize the analyzed text Omits or uses confusing breaks Omits many attributive phrases and uses few or unclear internal MLA citations Relies extensively on quotations Presents incomplete or inaccurate MLA works cited list STUDENT EXPERT S ETHOS the written text employs an academic voice that July 2009 Demonstrates comprehensive understanding of the Demonstrates personal engagement with the (via the writer s ideas, values, beliefs) reliable and trustworthy grammar, or punctuation Effectively uses sentences with clear subjects and verbs Uses well-chosen vocabulary for an effective academic style Demonstrates general understanding of the Demonstrates some engagement with the mostly unreliable Contains some distracting errors in spelling, grammar, punctuation, or uses ineffective sentence structure, but these problems do not interfere with a reader s comprehension Uses largely appropriate academic word choices and style Demonstrates little or no understanding of the Demonstrates little or no personal engagement with the unreliable Contains numerous distracting errors in spelling, grammar, punctuation, or sentence structure, some of which interfere with a reader s understanding Contains vocabulary choices that are confusing or inappropriate for an academic style

FYE Program at Marquette University Rubric for Scoring English 1 Unit 2, Academic Exposition Writing Conventions INFORMATION LITERACY 3 Proficient Outcome Effectively articulates purpose in the introduction and thesis statement in terms of surprising view and knowledge gap Effectively addresses audience as less informed than writer but part of the same conversation about global pop culture Employs writer s ideas as main points Employs logical arrangement of s Employs logical arrangement w/in s by moving from points to particulars Effectively concludes the paper by moving beyond summary reader s understanding of writer s points. Effectively employs summary and rhetorical analysis of readings Effectively states writer s reasoning in support of the thesis Effectively states evidence, supporting writer s thinking with textual references (via summary, paraphrase, & quotation) Effectively focuses on 3 well-chosen texts, at least one w/ view fr. outside U.S. Uses clear attributive phrases and effectively credits sources with consistent internal MLA style parenthetical citations Presents accurate MLA works cited list Announces subject matter in the introduction and/or thesis statement but purpose re surprising view and knowledge gap remains implicit Acknowledges audience as part of a conversation about global pop culture Unevenly uses writer s ideas as main pts Employs clear arrangement of s Employs clear arrangement w/in s but inconsistent in relationship between points and particulars Conclusion contains more than summary reader s understanding of writer s points. Employs more summary than analysis Adequately states and illustrates writer s reasoning in support of the thesis Adequately states evidence, supporting writer s thinking with textual references (via summary, paraphrase, & quotation) Discusses 3 readings, at least one w/ view from outside U.S. Uses attribution and credits sources with internal MLA style citations with only a few inconsistencies or errors Presents competent MLA works cited list Vaguely expresses writer s purpose in the intro; thesis is missing, vague, or only descriptive ( all about writing) Lacks attention to surprising view or knowledge gap Gives little attention to audience Readers are confused and/or insulted and are not persuaded to consider the text s ideas. Focuses on readings, not writer s ideas Employs confusing sequence of s Employs confusing arrangement w/in s Employs no conclusion or one that is a repetitive summary Lack of clear organization makes it difficult for a reader to understand writer s points. Does not demonstrate rhetorical analysis of readings and contains too much summary Refers to readings but doesn t connect them to writer s thinking minimal use of summary and paraphrase Discusses 3 readings unevenly, w/o adequate attention to view fr. outside U.S. Omits many attributive phrases and uses few or unclear MLA style citations Presents incomplete or inaccurate MLA works cited list STUDENT EXPERT S ETHOS The written text employs an academic voice that Demonstrates thorough understanding of Demonstrates personal engagement with reliable and knowledgeable. grammar, punctuation or sentence structure (esp. subject position, active verbs, parallelism, and transitions) Uses well-chosen vocabulary and an employs an effective academic style Demonstrates general understanding of Demonstrates some personal engagement with mostly reliable and knowledgeable. Contains some distracting errors in spelling, structure, but these errors do not interfere with comprehension Employs a largely appropriate academic style Demonstrates minimal understanding of Demonstrates minimal engagement with not particularly reliable or knowledgeable. Contains numerous errors in spelling, structure, some interfering with a reader s understanding Contains vocabulary choices confusing or inappropriate for an academic style July 2009

FYE Program at Marquette University Rubric for Scoring English 1 Unit 3, Academic Argument Writing Conventions See ABGW 457. INFORMATION LITERACY 3 Proficient Outcome Uses intro effectively to define issue in a way that acknowledges competing perspectives Effectively asserts major claim in thesis statement and gives overview of argument (may be two sentences) Includes effective justification section Effectively addresses audience as part of common conversation about environmental issues but less informed on specific issue Effectively employs logical sequence to make and defend claim Effectively employs logical arrangement of ideas within each Effectively employs conclusion that moves beyond summary toward action Effectively employs reasons to support thesis argument making and defending a claim about a debatable issue Effectively uses body s to support reasons w/ evidence from reasoning & research Smoothly integrates sources via summary, paraphrase, & quotation as needed Integrates effectively, summarizes and counters a pertinent opposing argument Effectively employs rhetorical analysis in discussion of all sources Uses clear attributive phrases and effectively credits sources with consistent internal MLA style parenthetical citations Presents accurate MLA works cited list Defines issue in introduction in a way that acknowledges competing perspectives Uses thesis statement to present claim; overview of argument vague or missing Includes justification section Addresses audience as part of common conversation about environmental issues but less informed on specific issue Employs reasonably clear sequence Employs reasonably clear arrangement of ideas within each Adequately employs conclusion that does more than summarize Adequately employs reasoned argument making and defending a claim about a debatable issue Adequately states writer s reasons (general points) that support the thesis Adequately supports reasons w/ evidence fr. reasoning & research via summary, paraphrase, & quotation as needed Discusses opposing argument only briefly Contains evidence of rhetorical analysis Uses attribution, and credits sources with internal MLA style citations with only a few inconsistencies or errors Presents competent MLA works cited list Defines issue vaguely, without acknowledging competing perspectives Uses vague or no thesis statement, or thesis is not arguable Omits or gives little attention to justification section Gives little attention to audience Readers are confused and/or insulted and are not persuaded to consider the text s ideas. Presents confusing arrangement of s Presents confusing arrangement of ideas within each Employs vague or summary conclusion The lack of purposeful organization makes it difficult for a reader to understand the text s ideas. Does not demonstrate reasoned argument States reasons that are vague, confusing, or unrelated to the thesis Employs little or no evidence Omits treatment of opposing argument Omits many attributive phrases and uses few or unclear MLA style citations Presents incomplete or inaccurate MLA works cited list July 2009 Continued on the reverse

FYE Program at Marquette University Rubric for Scoring English 1 Unit 3, Academic Argument Writing Conventions STUDENT EXPERT S ETHOS the written text employs an academic voice that 3 Proficient Outcome Demonstrates comprehensive understanding of Demonstrates personal engagement with via writer s ideas, values, beliefs Trustworthy. structure Effectively uses sentences with clear subjects & verbs, parallelism, transitions Shows evidence of having attended to old-new contract to enhance readability Uses well-chosen vocabulary for an effective academic style Demonstrates general understanding of Demonstrates some personal engagement with the mostly trustworthy. Contains some distracting errors in spelling, grammar, punctuation, or sentence structure, but these errors do not interfere with comprehension Includes sentence sequences that need transitions, parallel structure, and/or application of old-new contract principles Largely employs appropriate academic style Demonstrates little or no understanding of Demonstrate little or no personal engagement not trustworthy. Contains numerous distracting errors in spelling, grammar, punctuation, or sentence structure, some of which interfere with a reader s understanding Contains no evidence of attention to transitions, parallelism, or the old-new contract Contains vocabulary choices confusing or inappropriate for an academic style

July 2009 Continued on reverse FYE Assessment Report Appendix B, FYE Rubrics September 2012 Writing Conventions INFORMATION LITERACY STUDENT EXPERT S ETHOS the written text employs an academic voice that FYE Program at Marquette University Rubric for Scoring English 1 Unit 4, Narrative Literacy 3 Proficient Outcome Effectively defines purpose to examine the rhetorical impact of the textual, cultural, and ethical dimensions of a narrative contained within a text that has broader purposes Effectively addresses class and teacher as an audience curious to read about links among textual, cultural, and ethical dimensions of narrative in this context Effectively employs an interpretive thesis statement to organize paper Employs logical arrangement of s Employs logical arrangement of ideas within each Effectively introduces and concludes paper Effectively employs general points as reasons that support the thesis Effectively states and ties in particular details (from narrative, containing text, and additional texts) as evidence Effectively integrates additional sources (via summary, paraphrase, or quotation) Effectively recognizes and addresses needs for information from external sources Effectively employs rhetorical analysis in discussion of all texts Uses clear attributive phrases and effectively credits sources with consistent internal MLA style parenthetical citations Presents accurate MLA works cited list Demonstrates confident and authoritative understanding of the Demonstrates personal engagement with the (ideas, values, beliefs) reliable. Defines purpose to examine the rhetorical impact of the textual, cultural, and ethical dimensions of a narrative contained within a text that has broader purposes Addresses class and teacher as an audience curious to read about links among textual, cultural, and/or ethical dimensions of narrative in this context Adequately employs an interpretive thesis statement to organize paper. Employs clear arrangement of s Employs clear arrangement of ideas within each Adequately introduces and concludes paper Adequately employs general points as reasons that support the thesis Adequately states and ties in particular details (from narrative, containing text, and additional texts) as evidence Adequately integrates additional sources (via summary, paraphrase, or quotation) Recognizes and addresses needs for information from external sources Pays some attention to rhetorical analysis in discussion of texts Uses attribution and credits sources via internal MLA style parenthetical citations with only a few inconsistencies or errors Presents competent MLA works cited list Demonstrates general understanding of the Demonstrates some personal engagement with the mostly reliable. Vaguely defines purpose and/or does not stipulate textual, cultural, and ethical dimensions of the narrative under analysis. Gives little attention to audience. Readers are confused and/or insulted and not persuaded to Employs no thesis statement or one that does not organize the paper Employs confusing arrangement of s Employs confusing arrangement of ideas within each Employs vague introduction and/or summary conclusion. Lack of purposeful organization makes it difficult for a reader to understand ideas. Does not explain general points as reasons that support the thesis, or states general points that are vague or confusing Employs little or no evidence, or relies primarily on summary Demonstrates ineffective use of additional sources Inadequately addresses needs for information from external sources Pays little or no attention to rhetorical analysis in discussion of texts Omits many attributive phrases and uses few or unclear MLA style citations Presents incomplete or inaccurate MLA works cited list Demonstrates little or no understanding of the Demonstrates little or no personal engagement with the unreliable.

FYE Program at Marquette University Rubric for Scoring English 1 Unit 4, Narrative Literacy Writing Conventions 3 Proficient Outcome structure Effectively uses sentences with clear subjects & verbs, parallelism, transitions Shows evidence of having attended to old-new contract to enhance readability Uses well-chosen vocabulary for an effective academic style Contains some distracting errors in spelling, structure, but these errors do not interfere with comprehension Includes sentence sequences that need transitions, parallel structure, and/or application of old-new contract principles Largely employs appropriate academic style Contains numerous distracting errors in spelling, structure, some of which interfere with a reader s understanding Contains no evidence of attention to transitions, parallelism, or the old-new contract Contains vocabulary choices confusing or inappropriate for an academic style

See other side for criteria related to nonverbal aspects of delivery. FYE Assessment Report Appendix B, FYE Rubrics September 2012 First-Year English Program at Marquette University Rubric for Scoring Oral Presentations in English 2, All Units CONVENTIONS 3 Proficient Outcome 1. The speaker Effectively conveys purpose of talk near beginning of presentation Effectively establishes ethos of college student expert: authority and engagement Explicitly provides background information connecting to prior class discussion Listeners are definitely persuaded to consider the speaker s ideas. The speaker States purpose of talk Controls material sufficiently to convey ethos of college student expert Provides some background information within context of class discussions Listeners are probably persuaded to consider the speaker s ideas. The speaker Vaguely expresses purpose of talk or leaves it implicit Seems overwhelmed by, failing to convey ethos of college student expert Gives little attention to audience s information needs or classroom context Listeners are not persuaded to consider the text s ideas. 2. Arrangement of information and ideas engages audience. Introduction effectively grabs listeners attention and focuses purpose. Effectively stated main points stand out. Transitions enhance the organization. Conclusion wraps up purpose of presentation in satisfying manner. Audience can follow presentation s arrangement of information and ideas. Introduction is generally focused on speaker s purpose. Main points are clear. Transitions are clear. Conclusion wraps up purpose of presentation adequately. Logic behind arrangement of information and ideas is difficult to follow. Cursory introduction lacks focus in terms of speaker s purpose. Main points are difficult to identify. Transitions are implicit or missing. Presentation stops rather than concludes; wrap up of purpose is unclear or missing. 3. OF IDEAS The speaker Effectively employs reasons & evidence Uses evidence and reasons that effectively engage with audience s values and background knowledge Meets time requirements The speaker Adequately employs reasons &evidence Uses evidence and reasons that connect with audience s values and background knowledge Meets time requirements, but rushed The speaker Employs faulty reasons and/or uses inadequate supporting evidence Does not use evidence and reasons that connect with audience s values and background Doesn t meet time requirements 4. VERBAL DELIVERY Vocabulary is well chosen for a classroom talk. Language is articulated well. Content emanates from speaker s knowledge talk is not memorized or read in sentences from notes. Sentence structure enhances listeners comprehension presentation appears to have been written/planned to be heard. Speaker effectively modulates voice volume as needed. Speaker effectively modulates rate of speaking. Speaker conveys an effective level of enthusiasm. Word choices are appropriate for a classroom talk. Language is generally clearly spoken. Speaker appears uncertain at times, overly reliant on notes or memorization. Sentence structure does not interfere with listeners comprehension but does not appear to have been written/planned for listening audience. Speaker appropriately modulates voice volume as needed. Speaker appropriately modulates rate of speaking. Speaker conveys a generally appropriate level of enthusiasm. Some vocabulary choices are confusing or inappropriate for a classroom talk. Language is too frequently unclear. Talk is memorized or primarily read, making speaker distant from and audience. Sentence structure interferes with listeners comprehension, talk appears to have been written/planned to be read. Speaker does not modulate voice volume as needed. Speaker does not modulate speed of presentation as needed. Speaker does not convey an appropriate level of enthusiasm.

5. NONVERBAL DELIVERY Speaker s posture, gestures, and facial expressions enhance delivery. Speaker makes effective eye contact with audience members. Speaker s attire is appropriate and professional. Speaker effectively handles notes, PowerPoint, other props. Speaker s posture, gestures, and facial expressions do not interfere with effective delivery. Speaker looks at audience more than at notes. Speaker s attire is appropriate and professional. Speaker is not overly dependent on notes, PowerPoint, other props. Speaker s posture, gestures, and/or facial expressions are distracting enough to interfere with effective delivery. Speaker looks at notes more than at audience. Speaker s attire is inappropriate or unprofessional. Speaker is overly dependent on notes, PowerPoint, other props. Note: Individual instructors may wish to add a sixth line of criteria related to visual aids for oral presentations; indeed, if you are requiring students to use presentation software during their talks and you are teaching them how to use it effectively, you are advised to establish grading standards for this aspect of the presentations.

First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 1, Visual Literacy WRITING CONVENTIONS 3 Proficient Outcome WRITER S ETHOS the written text employs a textual voice that Effectively expresses via introduction & thesis statement assigned purpose to analyze and interpret the rhetorical impact of narrative and cultural elements in two visual texts w/ common denominator Effectively shows how analyzing the two visuals together reveals cultural and narrative dimensions and rhetorical purposes of each Effectively addresses class and teacher w/in common conversation about visual rhetoric and narrative consider the student s ideas. Employs thesis statement that responds specifically to the interpretive assignment, focuses the paper, and forecasts paper s organization Employs logical arrangement of s Employs logical arrangement of ideas within paragraphs Employs effective introduction and conclusion, which moves beyond summary Effectively develops body paragraphs centered on writer s own general points, which serve as reasons supporting the thesis Effectively supports/develops these points with details about the visual texts derived from personal observation, ideas in source texts, and external research Demonstrates confident, authoritative understanding of the assigned interpretive purpose and Demonstrates personal engagement with purpose & (via the writer s ideas, insights, values, beliefs) trustworthy. Expresses in introduction and/or thesis statement assigned purpose to analyze and interpret the rhetorical impact of narrative and cultural elements in two visual texts Connects rhetorical effect of narrative and cultural elements in one text to those of the other Addresses class and teacher as part of common conversation about visual rhetoric and narrative consider the student s ideas. Employs thesis statement that connects with the interpretive assignment, provides focus, and suggests an organizational logic for the paper Employs clear arrangement of s Employs clear arrangement of ideas within most paragraphs Employs a clear introduction and conclusion Adequately centers body paragraphs on statements of writer s own general points, which support the thesis Adequately supports/develops these points with details about the visual texts derived from personal observation, ideas in source texts, and external research Demonstrates general understanding of the assigned interpretive purpose and Demonstrates some personal engagement with purpose & (via the writer s ideas, insights, values, beliefs) mostly trustworthy. Vaguely expresses assigned purpose to analyze and interpret the rhetorical impact of narrative and cultural elements in two visual texts thesis unclear, missing, or purely descriptive Ignores or inadequately develops rhetorical effect of narrative & cultural elements; discussion relies primarily on formal description of the visual texts Gives little attention to conversation and experience shared with audience Readers are not persuaded to consider the text s ideas. Lacks thesis statement connecting to the interpretive assignment, or lacks focus that connects to body of the paper Employs confusing arrangement of s Employs confusing arrangement of ideas within most paragraphs Employs formulaic introduction and conclusion disconnected from interpretive purpose of the paper Organization problems make it difficult for reader to understand text s ideas. States general points that are vague, confusing, or unrelated to thesis; or presents paragraphs without point sentences Presents details that function as description or summary, but not as evidence Or provides too few supporting details Omits or uses confusing breaks Demonstrates little or no understanding of the assigned interpretive purpose and Demonstrates little or no personal engagement with purpose and untrustworthy or unconvincing

First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 1, Visual Literacy INFORMATION LITERACY structure Effectively uses sentences with clear subjects & verbs, parallelism, transitions Shows evidence of having attended to old-new contract to enhance readability Uses well-chosen vocabulary for an effective style Effectively addresses need for information fr external sources Effectively employs rhetorical analysis in discussion of all texts Provides clear attributive phrases and effectively credits sources via consistent internal APA style parenthetical citations Presents thorough and accurate APA references list with few or no errors Effectively presents the visual texts under discussion with conventional APA format and captions for visual figures Contains some distracting errors in spelling, structure, but these errors do not interfere with comprehension Needs clearer subject-verb sequences, parallel structures, or explicit transitions to enhance clarity Needs application of old-new contract principles to enhance readability Largely employs appropriate academic style Addresses need for information from external sources Devotes some attention to rhetorical analysis in discussion of texts Provides attribution and credits sources via internal APA style parenthetical citation with only a few inconsistencies or errors Presents competent APA references list with format errors only, no errors Includes the visual texts under discussion but without good APA format and captions for visual figures Contains numerous distracting errors in spelling, grammar, punctuation, or sentence structure, some of which interfere with a reader s understanding Contains little or evidence of attention to subject-verb sequence, parallelism, transitions, or the old-new contract to enhance clarity and readability Contains vocabulary choices confusing or inappropriate for an academic style Inadequately addresses need for information from external sources Includes little or no attention to rhetorical analysis in discussion of texts Includes too few attributive phrases and uses few or unclear APA citations Presents incomplete or incorrectly formatted APA references list Includes the visual texts under discussion without attention to APA formatting, or fails to include them

Remaining three categories are on opposite side/next page: Development, Readability, Information Literacy FYE Assessment Report Appendix B, FYE Rubrics September 2012 First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 2, News Literacy WRITING CONVENTIONS 3 Proficient Outcome Effectively expresses via introduction & thesis statement the assigned purpose of evaluating coverage of an event by multiple U.S. & international news media Effectively develops the argument by applying clearly articulated evaluative criteria based on the unit s readings about good quality journalism Effectively yet briefly provides needed contextual information re the event and the news sources under discussion Effectively addresses class and teacher w/in common conversation about the reliability of news reports consider the student s ideas. Expresses in introduction and/or thesis statement the assigned purpose of evaluating coverage of an event by multiple U.S. and international news media Develops the argument by applying explicit evaluative criteria based on the unit s readings about good quality journalism Provides needed contextual information regarding the event and the news sources under discussion Addresses class and teacher as part of common conversation about the reliability of news reports consider the student s ideas. Vaguely expresses the assigned purpose of evaluating coverage of an event by multiple U.S. and international news media thesis perhaps unclear, missing, or purely descriptive Uses vaguely expressed or overly generalized evaluative criteria with minimal reference to the unit s readings Provides inadequate contextual information regarding the event and news sources under discussion OR devotes too much space to summarizing the event Gives too little attention to unit readings and discussion re journalistic reliability Readers are not persuaded to consider the text s ideas. Given the purpose and audience, Effectively employs thesis statement that makes an evaluative claim about the quality of coverage across media outlets and indicates criteria used for the evaluation Employs logical arrangement of s Employs logical arrangement of ideas within paragraphs Employs effective introduction and conclusion, which moves beyond summary Presents thesis statement with evaluative claim about quality of coverage across media outlets and indicates criteria used for the evaluation Employs clear arrangement of s Employs clear arrangement of ideas within most paragraphs Employs a clear introduction and conclusion, which moves beyond summary Lacks thesis statement connecting to the evaluative assignment, and/or presents thesis that neglects to indicate criteria used for the evaluation Employs confusing arrangement of s Employs confusing arrangement of ideas within most paragraphs Employs formulaic introduction and conclusion disconnected from evaluative purpose of the paper Organization problems make it diffi-cult for reader to understand text s ideas.

WRITING CONVENTIONS 3 Proficient Outcome WRITER S ETHOS the written text employs a textual voice that INFORMATION LITERACY Effectively supports thesis claim with body paragraphs explaining the criteriamatch process the writer is using to evaluate the news reports under discussion: See framework on ABGW 439 Effectively develops body paragraphs from clear point sentences that state writer s reasoning in writer s own words Effectively uses summary, paraphrase, and quotation to present detailed evidence illustrating and elaborating upon the writer s criteria-match points Effectively summarizes and responds to anticipated objections to criteria or matches Demonstrates confident, authoritative understanding of the assigned evaluative purpose and Demonstrates personal engagement with purpose & (via the writer s ideas, insights, values, beliefs) trustworthy. structure Effectively uses sentences with clear subjects & verbs, parallelism, & transitions Shows evidence of having attended to old-new contract to enhance readability Uses well-chosen vocabulary for an effective academic style Has effectively chosen news sources that fit guidelines in unit assignment Provides access to all five news sources via the Web or clearly labeled paper copy in portfolio Effectively employs rhetorical analysis in discussion of texts Provides clear, accurate attribution and effectively credits sources via consistent internal APA style parenthetical citations Presents thorough and accurate APA references list with few or no errors Adequately supports thesis claim with body paragraphs explaining the criteriamatch process the writer is using to evaluate the news reports under discussion: See framework on ABGW 439 Adequately develops body paragraphs from clear point sentences that state writer s reasoning in writer s own words Adequately uses summary, paraphrase, and quotation to present detailed evidence illustrating and elaborating upon the writer s criteria-match points Adequately summarizes and responds to anticipated objections to criteria or matches Demonstrates general understanding of the assigned evaluative purpose and Demonstrates some personal engagement with purpose & (via the writer s ideas, insights, values, beliefs) mostly trustworthy. Contains some distracting errors in spelling, grammar, punctuation, or sentence structure, but they do not interfere with a reader s understanding Needs clearer subject-verb sequences, parallel structures, or explicit transitions to enhance clarity Needs application of old-new contract principles to enhance readability Largely employs appropriate academic vocabulary Has chosen news sources adequate for unit assignment Provides access to all five news sources via the Web or clearly labeled paper copy in portfolio Devotes some attention to rhetorical analysis in discussion of texts Provides attribution and credits sources via internal APA style parenthetical citation with few inconsistencies or errors Presents competent APA references list with format errors only, no errors Lacks support for thesis claim because body paragraphs do not adequately explain the criteria-match process the writer is using to evaluate the news reports under discussion: See framework on ABGW 439 Presents body paragraphs without clear point sentences stating writer s reasoning in writer s own words Lacks adequate evidence to illustrate and elaborate upon writer s criteria-match points; details too frequently function as description or summary, not evidence Lacks adequate summary or response to anticipated objections to criteria or matches Omits or uses confusing breaks Demonstrates little or no understanding of the assigned evaluative purpose and Demonstrates little or no personal engagement with purpose and (via the writer s ideas, insights, values, beliefs) untrustworthy or unconvincing. Contains numerous distracting errors in spelling, structure, some of which interfere with a reader s understanding Contains little or evidence of attention to subject-verb sequence, parallelism, or transitions Contains little or evidence of attention to the old-new contract Contains vocabulary choices confusing or inappropriate for an academic style Has chosen news sources inadequate for a competent approach to the assignment Does not provide adequate access to all five news sources via Web or clearly labeled paper copy in portfolio Includes little or no attention to rhetorical analysis in discussion of texts Includes too few attributive phrases and/or uses too few, unclear, inconsistent, or inaccurate APA style parenthetical citations Presents incomplete, incorrectly formatted, or inaccurate APA references list

First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 3, Civic Literacy WRITING CONVENTIONS 3 Proficient Outcome WRITER S ETHOS the written text employs a textual voice that Effectively establishes a social issue as a rhetorical problem Effectively states its purpose/thesis at the end or the beginning of the essay Effectively addresses general audience of Newsweek My Turn readers Effectively employs genre conventions of creative non-fiction Effectively organizes s Effective organizes ideas within each Effectively introduces and concludes the essay, avoiding a summary conclusion Effectively tells a story linked to larger social issue that would interest readers Effectively reflects on what the story means for writer and others, using reflection as a form of truth-seeking Effectively employs reflections as reasons to support stated purpose/thesis Effectively employs specific details to develop story and provide evidence for reflections Demonstrates confident, authoritative understanding of the Demonstrates personal engagement with the (via the writer s ideas, values, beliefs) trustworthy. structure Employs effective My Turn style Establishes a social issue as a rhetorical problem States its purpose/thesis at the end or the beginning essay Addresses general audience of Newsweek My Turn readers Clearly employs genre conventions of creative non-fiction Clearly arranges s Clearly organizes ideas within most s Adequately introduces and concludes the essay Adequately tells a story linked to larger social issue that would interest readers Adequately reflects on what the story means for writer and others, using reflection as a form of truth-seeking Adequately employs reflections as reasons to support stated purpose/thesis Adequately employs specific details to develop story and provide evidence for reflections Demonstrates general understanding of the Demonstrates some personal engagement with the mostly trustworthy. Contains some errors in spelling, structure, but these errors do not interfere with comprehension Employs some elements of a My Turn style Does not establish a social issue as a rhetorical problem Vaguely states its purpose/thesis Gives little attention to audience Readers are not persuaded to consider the text s ideas. Ineffectively employs (or omits) genre conventions of creative non-fiction Employs confusing arrangement of s Employs confusing organization of ideas within most s Employs vague introduction and/or conclusion Organization problems make it difficult for a reader to understand the text s ideas. Ineffectively links story to larger social issue that may or may not interest readers Ineffectively reflects on what the story means for writer and others, ineffectively using reflection as a form of truth-seeking Ineffectively employs reflections as reasons to support stated purpose/thesis Ineffectively employs specific details to develop story and provide evidence for reflections Demonstrates little or no understanding of the. Demonstrates little or no personal engagement with the. untrustworthy. Contains numerous errors in spelling, structure that interfere with comprehension. Does not employ a My Turn style

First-Year English Program at Marquette University Rubric for Scoring English 2 Unit 4, Workplace Literacy WRITING CONVENTIONS 3 Proficient Outcome Effectively defines a workplace problem and proposes a solution Effectively addresses an audience who has the power to solve the problem, with an eye toward (a) informing them, (b) persuading them, (c) generating good will, and (d) saving them time Effectively indicates whether addressee has requested a report or this is an unsolicited recommendation Defines a workplace problem and proposes a solution Addresses an audience who has the power to solve the problem, with an eye toward (a) informing them, (b) persuading them, (c) generating good will, and (d) saving them time Leaves it to readers to infer whether addressee has requested a report or this is an unsolicited recommendation Ineffectively defines a workplace problem and/or proposes a solution Does not address an audience who has the power to solve the problem Neglects to write in ways that (a) inform audience, (b) persuade audience, (c) generate good will, and/or (d) save audience s time Does not indicate whether addressee has requested a report or this is an unsolicited recommendation Readers are not persuaded to consider the text s ideas. Effectively employs business format conventions Effectively organizes individual s around major problem-solution points (Think: topic sentences & skimmability.) Generally follows business format conventions Organizes individual s around major points (Think: topic sentences & skimmability.) Does not follow business format conventions Employs confusing organization of ideas within s (Think: topic sentences & skimmability.) Organizational problems make it difficult to understand the text s ideas. Has effectively selected the information to present as support material Effectively presents the information in terms of reader benefits and needs Effectively employs purpose statement and problem statement in introduction Effectively employs conclusions and recommendations Has selected adequate information to present as support material Adequately presents information in terms of reader benefits and needs Adequately employs purpose statement and problem statement in introduction Adequately employs conclusions and recommendations Has not selected information to present well too much, too little, or confusing Does not present information in terms of reader benefits and needs Ineffectively employs or omits purpose and/or problem statements in introduction Ineffectively employs conclusions and recommendations WRITER S ETHOS the written text employs a textual voice that Demonstrates a confident, business-like ethos, including awareness of ethical and legal concerns knowledgeable and trustworthy. Demonstrates an adequate business-like ethos, including some awareness of ethical and legal concerns mostly knowledgeable and trustworthy. Demonstrates little or no business-like ethos, including little or no awareness of ethical and legal concerns unknowledgeable and untrustworthy.

grammar, punctuation or sentence structure Uses well-chosen vocabulary for an effective workplace style Effectively employs strategies of business style (e.g., you-view strategy, positive phrasing, clarity, conciseness, clear subject positions) Effectively provides in-text citation of source materials as needed Contains some errors in spelling, grammar, punctuation, or sentence structure, but errors do not affect comprehension Largely employs appropriate vocabulary for a workplace style Employs strategies of business style (e.g., you-view strategy, positive phrasing, clarity, conciseness, clear subject positions) Provides citations for source materials as needed Contains numerous errors in spelling, structure that affect comprehension Contains vocabulary choices confusing or inappropriate for a workplace style Too frequently neglects to employ elements of appropriate business style (e.g., you-view strategy, positive phrasing, clarity, conciseness, clear subject positions) Does not provide needed citations Note: Instructors who require a cover memo describing the context for the proposal should stipulate criteria for their grading of that memo, perhaps just by having the first column say the written texts.