English 102 Grading Rubric (Table Format)

GRADING RUBRIC
ENG102
Ideas & assertions
thoughtfully and
thoroughly developed
A B C D
Ideas & assertions
effectively developed in
most areas
Ideas & assertions in need of
further development
Unclear & Underdeveloped
ideas & assertions
Ideas
Relevant details supported
by well-chosen, credible
sources throughout
Relevant details supported
by credible sources in most
areas
Lack of relevant supporting
details from credible sources
Lack of critical thinking and
supporting details & credible
sources
Integration of ideas with
those of others through
analysis, synthesis, or
evaluation as appropriate
Integration of ideas with
those of others through
analysis, synthesis, or
evaluation in most areas
Ideas of others summarized
without analysis, synthesis,
or evaluation in some areas
Ideas of others summarized
without analysis, synthesis,
or evaluation
Clearly stated purpose and
focus throughout
General purpose clear but
may be implied
Unclear purpose in some
areas
Missing or unclear purpose
Organization
Engaging introduction that
skillfully addresses
purpose, audience, &
content
Conclusion that sparks
insight, reflection, or
action
Adequate introduction
Conclusion provides closure
and does more than
summarize
Introduction may not be
engaging or fully relate to
papers focus and purpose
Conclusion may only
summarize
Lack of an engaging or
relevant introduction
Missing or irrelevant
conclusion
Logically sequenced ideas
with artful transitions &
sophisticated topic
sentences
Transitions & topic
sentences used; may lack
clear indication of
relationships among ideas in
some areas
Sporadic transitions or topic
sentences; sequence of ideas
disorganized or hard to
follow
Transitions and/or topic
sentences sporadic or
missing; fails to show a clear
progression of thought
Clear sense of audience
General sense of audience
Unclear sense of audience in
some areas
Unclear sense of audience
Voice/Word Choice
Maintains personal voice;
Adopts appropriate tone,
level of formality, & style
Use of accurate and
descriptive word choice
Consistent personal voice
with appropriate tone, level
of formality, & style in most
areas
Use of accurate and
descriptive word choice in
most areas
Inconsistent personal voice
and/or inappropriate tone,
level of formality, & style in
some areas
Word choice simplistic and
lacking description
Inconsistent personal voice
and/or inappropriate tone,
level of formality, & style in
several areas
Inaccurate or unclear
wording in several areas
Sentence
Fluency
Sentence structure
effective and varied
Sentence structure varied
and effective in most areas
Sentence structure lacking
variety and effectiveness in
some areas
Incorrect or awkward
sentence structure so that it
interferes with the clarity of
ideas
Convention
Appropriate grammar &
mechanics & proofreading
Correct citation &
documentation
Minor errors of grammar &
mechanics that are not
necessarily distracting or
confusing to the reader
Citation & documentation
with only minor errors
Grammar & mechanical
errors may at times distract or
confuse the reader
Citation & documentation
with frequent minor errors
or occasional major errors
Errors of grammar &
mechanics interfere with the
clarity of ideas
Extensive and major
citations & documentation
errors
Please note: An “F” paper lacks evidence of process, does not respond to the assignment, is unintelligible, or demonstrates
evidence of plagiarism.
Last updated: March 27, 2013

QUALITIES OF COLLEGE-LEVEL WRITING
ENG102
RHETORICAL KNOWLEDGE
• Focuses on a purpose and develops ideas thoughtfully and thoroughly with that purpose in
mind.
• Anticipates and addresses different audiences’ needs.
• Demonstrates the writer’s knowledge or experience of the topic.
• Begins in an engaging way appropriate to the writer's purpose and audience.
• Effectively supports positions and assertions with relevant details, evidence and authority.
• Sequences ideas logically and effectively for the purpose and the audience.
• Concludes beyond summarizing to encourage insight, reflection, or action.
• Writes with a tone that is appropriate for the purpose and audience.
• Allows the reader to have a sense of interacting with the writer.
CRITICAL THINKING
• Uses writing and active reading to inquire, learn, think, and communicate.
• Selects and evaluates appropriate primary and secondary sources.
• Develops ideas with relevant details from well-chosen, appropriate sources.
• Takes into consideration alternative viewpoints on the topic.
• Moves beyond summarizing or reporting to integrating the writer’s ideas with those of others
through analysis, synthesis, and evaluation.
• Effectively integrates information from a variety of primary and secondary sources by
summarizing, paraphrasing or quoting, appropriate to the purpose of the writing.
KNOWLEDGE OF CONVENTIONS
• Uses topic sentences and transitions to enhance coherence and unity.
• Varies sentence structure to reflect the complexity of the writer’s ideas.
• Uses grammar and mechanics appropriately.
• Demonstrates careful proofreading by correcting typos and errors.
• Avoids clichés, colloquialisms, slang, and convoluted language and instead uses college-level
vocabulary to make the writing precise and lively.
• Citations and documentation are placed and formatted correctly in MLA style.
• Uses appropriate number and variety of sources according to assignment guidelines.
• Demonstrates a match between sources cited in text and those listed in works cited page.
Last updated: March 27, 2013