Writing Rubric

SUNY Writing and Critical Thinking Rubric

Outcome 1

Students will demonstrate their abilities to produce coherent texts within common college level forms.

Area	Development

4 = Exceeding	Presents an easily identifiable, focused, original, and thought-provoking controlling purpose or thesis. Moves coherently and creatively from an engaging introduction to a well-demonstrated conclusion. Transitions add to the development of the topic. Paragraphs fit within this structure coherently and present pertinent examples and evidence to support central and subsidiary ideas.
3 = Meeting	Presents an identifiable and focused controlling purpose or thesis. Moves coherently from a satisfying introduction to a solid conclusion. Transitions are sound. Paragraphs fit within this structure and present examples and evidence to support the ideas.
2 = Approaching	Presents a wandering, vague, or unfocused controlling purpose or thesis. Moves awkwardly from a weak introduction to a conclusion that does not adequately represent the body of the paper. Paragraph transitions are often unclear and awkward. Basic paragraphing exists, but often fails to support or even recognize a central idea, and the use of evidence and examples is inadequate.
1 = Not Meeting	Fails to present a controlling purpose or thesis; consequently it is difficult to identify exactly what the thesis is. Moves from an unsatisfactory introductory paragraph to an ending that does not serve as a conclusion, thus conveying the sense that much of what has been presented is unresolved. Transitions are ineffectual and/or abrupt or simply missing. Paragraphs may be too large and lack focus while failing to support a main idea.

Area	Expression

4 = Exceeding	Sentence structure displays sophistication and variety. Exhibits a solid command of word variety and a tone and diction appropriate for the subject and its implied audience. Mechanics (grammar, punctuation, spelling and documentation, if needed) are nearly flawless.
3 = Meeting	Sentences are adequately constructed. Exhibits some degree of control over the tone and diction appropriate for the subject and implied audience. Mechanics (grammar, punctuation, spelling and documentation, if needed) are mostly accurate.
2 = Approaching	Sentences are often unclear or awkward. Tone and diction are often inconsistent and/or at times inappropriate for the subject and its implied audience. Mechanics (grammar, punctuation, spelling and documentation, if needed) are not well executed and may, at times, obscure meaning.
1 = Not Meeting	Sentences are awkward. Diction, tone, and word choice are not appropriate for the subject or for the implied audience. Mechanics (grammar, punctuation, spelling and documentation, if needed) disrupt reading and often obscure meaning.

Outcome 2

Students will demonstrate the ability to revise and improve such texts.

Area

Revision

4 = Exceeding	Demonstrates ability to revise to a significant degree through substantive reimagining of essay which results in holistic changes to essay. Evidence of risk taking can be seen. Revisions may include altering content and approach, reorganizing material, or clarifying and strengthening the coherence of ideas. Alterations may also include significant degrees of added or deleted material or of strengthened introduction, conclusion, or transitions.
3 = Meeting	Demonstrates ability to revise to a considerable degree through reimagining of essay which results in notable changes to essay. Revisions may include sharpening the focus; improving structure, clarity, and coherence; or refining content (e.g., clearer presentation of evidence, shifting emphasis to foreground most relevant material, providing improved transitions that keep the focus evident, or some reworking of the introduction or conclusion or rewriting individual sentences).
2 = Approaching	Demonstrates lack of ability to revise in any substantive way. Attempts to revise content have not been sufficient to improve the focus, structure, clarity, and coherence of an earlier draft. Revision changes may be limited to rewriting of individual sentences or correcting grammatical or mechanical errors.
1 = Not Meeting	Demonstrates lack of ability to revise at the level of content or structure. Either changes do not improve these features or are focused almost solely on mechanics.

Outcome 3

Students will demonstrate their abilities to research a topic, synthesize information from a variety of sources, and organize supporting details.

4 = Exceeding	Includes multiple sources that are both current and relevant for the discipline or type of research. Includes correct acknowledgement of most if not all source material in both the text and the Works Cited sections using MLA style. Student maintains own voice while integrating multiple voices, and the number of citations is appropriate for the amount of information.
3 = Meeting	Includes some sources which are generally relevant for the discipline or type of research. Includes correct acknowledgement of most source material in text and Works Cited sections using MLA style. Multiple voices are integrated, including the student’s own voice, and the number of citations is adequate.
2 = Approaching	Relies on an inadequate number of sources. Sources are inappropriate, dated, and/or weaken the validity of the research. Includes acknowledgement of some but not all source material. Student’s voice is absent and the number of citations is inadequate for the scope of the project.
1 = Not Meeting	Relies on an inadequate number of sources that damage the validity of the research, or contains no evidence of research. Source material is rarely if ever acknowledged and there may be evidence of plagiarism.

Outcome 4

Students will develop well-reasoned arguments.

4 = Exceeding	Develops a clearly articulated argument, using evidence and/or systematic reasoning in support of a conclusion or point of view. Significant and relevant qualifications or objections or alternative points of view are identified and fully addressed, and the evidence and/or reasons are prioritized in support of the conclusion. Adequately conveys the broader relevance, significance, or context of the issue and/or applies the reasoning to a novel problem.
3 = Meeting	Presents an argument using evidence and/or reasoning in support of a point of view. Some qualifications or objections or alternative points of view are identified and responded to. Attempts to describe the broader relevance, significance, or context of the issue and/or to apply the reasoning to a novel problem.
2 = Approaching	States a conclusion or point of view but does not organize the evidence or reasons in an adequate way. Does not clearly identify or respond to relevant objections or alternative points of view. Does not adequately describe the broader relevance or significance or apply the reasoning to a novel problem.
1 = Not Meeting	Does not clearly state a conclusion or point of view or else little or no supporting evidence is presented. No attempt is made to recognize or respond to objections or alternative points of view. No attempt is made to describe the broader relevance or significance or to apply the reasoning to a novel problem.

Outcome 5

Students will identify, analyze and evaluate arguments as they occur in their own or others' work.

4 = Exceeding	Demonstrates original insight about the text(s) under discussion. Student integrates significant analysis of the text(s) and evaluates it by establishing how it relates to his or her own ideas.
3 = Meeting	Demonstrates an understanding of the text(s) under discussion and integrates some analysis of them into the essay. There is some clarity of how this analysis relates to the student’s own ideas.
2 = Approaching	Poorly represents the text(s) under discussion. Student may identify the argument in the outside text(s) but does not adequately offer analysis or evaluation.
1 = Not Meeting	Fails to address the text(s) under discussion or summarizes the text.