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Writing:
Students will move through the processes of writing, including inventing, composing, revising, and editing according to the conventions of Standard Written English. |
Critical reading: Students will critically read and respond to a variety of texts |
Audience, purpose, voice: Students will compose in a voice appropriate to the audience and purpose of the writing |
Thesis: Students will formulate a thesis and support it with evidence |
Organization: Students will compose coherent and cohesive texts |
Research, documentation: Students will obtain, evaluate, and document primary and/or secondary source materials to support a position |
| Novice |
Writing shows little change from invention to final draft, despite consistent problems with content and/or editing. |
Writing demonstrates poor comprehension of relevant texts, limited inferential skills, and a lack of awareness of authorial bias. |
Writing demonstrates lack of awareness of audience and does not fulfill writer’s purpose; voice is inauthentic and/or inappropriate as demonstrated by tone, diction, and vocabulary. |
Writing exhibits no central idea, or a disconnect between idea and supporting evidence, or insufficient supporting evidence. |
Introduction, body, and/or conclusion are poorly focused or non-existent; ideas may be arranged illogically. |
Writing demonstrates inappropriate use or lack of sources, awkward integration of researched materials, and/or incorrect or absent documentation. |
| Practitioner |
Though competent, writing could improve from better application of one or two steps of the writing process. |
Writing shows adequate comprehension and some inferential ability; writing shows an ability to engage with the text. |
Writing demonstrates a basic awareness of audience and generally fulfills writer’s purpose; tone, diction, and vocabulary are functional and appropriate. |
Thesis is clear and substantially supported by evidence in a straightforward though perhaps mechanical way. |
Writing shows a basic sense of beginning, middle, and end; a functional introduction, body, and conclusion; and, for the most part, focused and orderly paragraphs. |
Most sources are appropriate and correctly documented. Research is sufficient to the assignment and adequately integrated. |
| Expert |
Writing is polished and insightful, demonstrating a synthesis of the writing process. |
Writing engages fully with the text, demonstrating developed inferential and evaluative skills. |
Writing demonstrates a clear sense of audience and effectively fulfills the writer’s purpose. Voice is distinctive; vocabulary is aptly chosen, lively, and sophisticated. |
Thesis is clear, thought-provoking, and well focused, supported by vivid and concrete evidence. |
Writing demonstrates a logical and clear structure, incorporating graceful transitions and unified paragraphs. |
Primary and/or secondary sources are skillfully interwoven into the text to support the thesis. Research is thorough, and sources are correctly cited. |
