Rubric

English 102 Rubric

Presents an identifiable arguable claim and sustains coherent support for that claim (AR—Supports claims with evidence)
Unacceptable (1)	Developing (2)	Acceptable (3)	Proficient (4)
The student's essay does not have a clear focus and includes little credible or relevant evidence.	The student's essay has a focus and offers some relevant supporting evidence, but also offers additional claims, evidence from questionable sources, and/or evidence of questionable relevance.	The student's essay has an identifiable claim; the student supports his or her claim with appropriate evidence that is generally relevant to that claim.	The student's essay has a unique, arguable claim; that claim is supported using appropriate, sufficient, and relevant evidence from credible and varied sources.

 

Integrates relevant outside sources, documents them according to MLA conventions (AR—Applies discipline-specific conventions)
Unacceptable (1)	Developing (2)	Acceptable (3)	Proficient (4)
The student produces an essay that does not use MLA documentation appropriately (i.e. lacks in-text documentation or lacks a reference page; paraphrases border on plagiarism, etc.).	In the essay, the student includes sources information, but does not fully integrate them; the student demonstrates some understanding MLA documentation, but struggles to consistently and correctly apply it.	The student produces an essay in which sources consistently and accurately quoted or paraphrased and are cited (in-text and on Works Cited page) according to MLA format.	The student produces an essay that complies with discipline standards: the essay is formatted correctly; sources are integrated effectively and are properly quoted/paraphrased and cited in-text; Works Cited page is complete, accurate, and correctly formatted.

 

Demonstrates reasonable command of standard written English (C — Uses contextually appropriate language and conventions; AR – Methods)
Unacceptable (1)	Developing (2)	Acceptable (3)	Proficient (4)
The student's essay includes many major errors—in grammar, syntax, and diction—that distort meaning and interrupt flow of reading.	The student's research essay includes a number of distracting minor errors or some major errors that distort meaning, though overall meaning is not lost; at times, sentence structure disrupts flow, and word choices lack variety and precision.	The student's research essay contains few distracting errors in syntax, diction, grammar, or mechanics, and the errors do not detract from the meaning;	The student's essay contains few or no noticeable errors in grammar or mechanics and errors do not distract reader; sentences fluency and word choice enhance the readability and "voice."

 

Addresses and integrates perspectives(s) different from the writer's (AR — Identifies perspectives)
Unacceptable (1)	Developing (2)	Acceptable (3)	Proficient (4)
The student's essay fails to consider other viewpoints or perspectives, often relying heavily on a single source of information.	In the essay, the student acknowledges, but does not explore perspectives outside his or her own.	In the essay, the student recognizes and addresses viewpoints different than his or her own.	In the essay, the student analyzes and evaluates different viewpoints appropriate to the issue, demonstrating an understanding of the issue's multiple dimensions.