iRubric: Writing to Analyze rubric

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Writing to Analyze

Grading Rubric for the Writing to Analyze Essay

Rubric Code: B22W2CC

By ejmaninang

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Public Rubric

Subject: English

Type: Writing

Grade Levels: Undergraduate

Rhetorical Knowledge Purpose, Audience, and Voice
	Beginning 1 pts	Developing 2 pts	Competent 3 pts	Mature 4 pts	Exemplary 5 pts
Purpose By researching and analyzing the problem, issue, concept, or object, readers are provided with an analysis that will allow them to make more informed decisions.	Beginning The essay does not provide an analysis of the proposed topic. The provided information is neither necessary or nor sufficient to support the conclusion.	Developing The essay attempts to provide an analysis of the proposed subject (all parts or issues may not be addressed or are incorrectly determined.)The provided information is not always necessary or sufficient to support the conclusion.	Competent The essay provides an analysis of the proposed subject, but not in an in-depth manner.The provided information is, for the most part, necessary but perhaps not sufficient to support the conclusion.	Mature The essay is an in-depth analysis of the proposed subject. The provided information is necessary and sufficient to support the conclusion.	Exemplary The essay is an in-depth analysis of all the parts and issues referred to in the proposed subject. The information provided is necessary, sufficient and insightful and fully supports the conclusion being drawn.
Audience Awareness and consideration of the audience's rhetorical situation.	Beginning The writer neglects his audience's knowledge and needs.	Developing The writer is not aware of the audience's knowledge or needs. This is evidenced by a lack of detail or examples and a confusing analysis of the subject.	Competent The writer may not be fully aware of the audience's knowledge or needs. This is evidenced by a few explanations or examples, and a weaker analysis of the subject.	Mature The writer shows awareness of the audience's knowledge, needs and expectations by providing concrete examples and logical analysis of the subject.	Exemplary The writer demonstrates a keen awareness of audience's knowledge, needs, and expectations by providing numerous detailed examples and careful deconstruction of a complex topic.
Voice Neutral and straightforward voice that is informative thus lending credibility to the overall analysis.	Beginning Writer's voice is biased towards a preconceived conclusion.	Developing Writer's voice is opinionated.	Competent Writer's voice is informative, but not necessarily neutral (could be opinionated or too permissive).	Mature Writer's voice is neutral and informative.	Exemplary Writer's voice is neutral, yet firm.
Critical Reading, Writing and Think Research Responsibility
	Beginning 1 pts	Developing 2 pts	Competent 3 pts	Mature 4 pts	Exemplary 5 pts
Research Responsibility Analysis is based on accurate and appropriate supporting evidence.	Beginning The analysis is strictly opinion with no credible support.	Developing The analysis is mostly opinion coupled with a minimal amount of outside research.	Competent The analysis is based on credible research and/or observation.	Mature The analysis is based on credible research and objective observation.	Exemplary The analysis is based on credible research, objective observation, and keen insight.
Knowledge of Conventions Organization, Documentation, Sentence Structure, Correct Grammatical Usage
	Beginning 1 pts	Developing 2 pts	Competent 3 pts	Mature 4 pts	Exemplary 5 pts
Organization The analysis of the subject's parts shows how the parts come together to support the writer's purpose.	Beginning There is no sense of organization or purpose.	Developing Organization is unclear: the subject isn't broken down into its basic parts or the assimilation of the parts doesn't support the purpose.	Competent The subject's analysis is logical and allows the audience to follow the writer's purpose.	Mature The essay is organized in such a way that the audience can easily see how the writer's analysis of the subject's parts come together to support the purpose.	Exemplary The essay is organized in an effective way so that the audience can easily follow the writer's insightful analysis of the subject's parts and how those parts come together to support the purpose.
Documentation All outside sources are properly cited and documented both in text and bibliography or works cited	Beginning Sources are not cited properly or at all in some cases.	Developing Not all outside sources are properly cited either in text, in the bibliography or works cited, or both.	Competent All outside sources are properly cited both in text and in the bibliography or works cited.	Mature All outside sources are properly cited both in text and in the bibliography or works cited. Secondary information is correctly paraphrased or directly quoted.	Exemplary All outside sources are properly cited both in text and in the bibliography or works cited. Secondary information is correctly paraphrased and direct quotes are integrated into writer's text.
Sentence Structure Sentences are fluent and clear. No fragments, run-ons, etc. Variety of structures present.	Beginning Writing is full of structural errors.	Developing Sentence fluency is weak. Fragments and run-ons are often distracting to the audience.	Competent Sentences are fairly fluent. Minimal fragments or run-ons. Some variety of sentence structure.	Mature Sentences are fluent. No run-ons or fragments that distract the audience. There is a variety of sentence structure.	Exemplary Sentences are fluent and create a coherent, interesting essay. A variety of well-crafted sentences enhance the purpose of the paper.
Gramatical Usage Proper use of:noun/pronoun agreement; punctuation/capitalization; avoidance of contractions; no improper verb tense shifts	Beginning Many grammatical errors having a severe impact on comprehension.	Developing Some grammatical errors that do impact comprehension at times.	Competent Few grammatical errors. Errors do not seriously impact comprehension.	Mature Very few grammatical errors. Errors do not distract from comprehension.	Exemplary No grammatical errors.

Subjects:

English

Types:

Writing

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