Absent or Below Basic Developing Proficient Advanced

1
Write for a specific
audience and
purpose.
Audience's needs are often
not recognized: terms and
ideas need explanation and
language needs adjustment
for the audience. Purpose
isn't clear or achieved.
Shows some attention to
audience's needs,
sometimes defining
necessary terms and ideas
and using audience-
appropriate language.
Purpose may be unclear at
times, and it may not be
achieved convincingly.
Usually shows attention to
audience's needs, defining
necessary terms and ideas and
using audience-appropriate
language. Purpose may be
implied, but it's clear and
achieved.
Shows sophisticated attention
to audience's needs, defining
necessary terms and ideas and
using audience-appropriate
language. Purpose is clear and
achieved with style.
2
Find, evaluate, select,
synthesize, organize,
ethically cite, and
present information
from a variety of
sources appropriate
to their disciplines.
Omits or uses incorrectly
MLA- or APA-style
parenthetical citations,
quotation marks, and
works cited list. Drops
quotations and ideas into
text without introducing
source. Frequently uses
irrelevant or unpersuasive
sources.
A few errors in MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. Often includes
sources without
introduction in cases when
introduction is necessary.
Sometimes uses irrelevant
or unpersuasive sources.
Correctly uses MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. Usually introduces
each source fully (as
necessary)reader knows who
did the research or
communicating, for whom, and
why. Use of sources is usually
relevant and persuasive.
Correctly uses MLA- or APA-
style parenthetical citations,
quotation marks, and works
cited list. Introduces each
source fully (as
necessary)reader knows
who did the research or
communicating, for whom,
and why. Use of sources is
always relevant and
persuasive.
3
Compare, contrast,
and synthesize
carefully and
objectively the
relative merits of
alternative or
opposing arguments,
assumptions, and
cultural values.
Fails to consider the
relative merits of
alternative or opposing
arguments, assumptions,
and cultural values.
Attempts to compare,
contrast, and synthesize the
relative merits of alternative
or opposing arguments,
assumptions, and cultural
values, but may lack
objectivity or thoroughness
in the comparison.
Compares, contrasts, and
synthesizes the relative merits
of alternative or opposing
arguments, assumptions, and
cultural values.
Compares, contrasts, and
synthesizes carefully,
objectively, and insightfully
the relative merits of
alternative or opposing
arguments, assumptions, and
cultural values.
301 Arg Essay Rubric, By Joshua Miller
SLO
Organizational devices
(thesis, topic sentences,
transitions) may be absent,
unrelated to the prompt,
or illogically connected. Ps
are usually not unified or
organized.
Organizational devices
(thesis, topic sentences,
transitions) fit the prompt,
but may be vague, too
broad, or inconsistenly or
illogically linked. Ps may not
be unified.
Clear, specific organizational
devices (thesis, topic
sentences, transitions) fit the
prompt and tie ideas together
adequately.
Clear, specific organizational
devices (thesis, topic
sentences, transitions) fit the
prompt and tie ideas together
logically and seamlessly.
Inadequate, inappropriate,
or irrelevant reasoning and
evidence.
Over uses or under-analyzes
evidence. May omit
reasoning or include logical
errors. May include some
irrelevant or unpersuasive
evidence.
Usually supports the thesis and
paragraph claims with credible,
relevant, thorough, logical
reasoning and analyzed
evidence.
Supports the thesis and
paragraph claims with
relevant, thorough, logical,
and insightful reasoning and
analyzed evidence.
Tone and/or design usually
suggest/s an absence of
awareness of audience
and/or generic
conventions.
Tone and/or design are/is
sometimes inappropriate or
unconventional.
Appropriate tone and design
conform to assigned audience
and genre.
Sophisticated tone and design
engage reader and conform to
assigned audience and genre.
Spelling, syntax, diction, or
punctuation errors impede
readability.
Spelling, syntax, diction, or
punctuation errors impede
readability or otherwise
distract from meaning.
Spelling, syntax, diction, or
punctuation errors are few and
do not distract from meaning.
Outstanding control of
language, including effective
diction and sentence variety.
Organize ones
thoughts and
communicate them
clearly and
persuasively to
address a rhetorical
situation.
Recognize, evaluate,
and employ the
features and contexts
of language and
design that express
and influence
meaning and that
demonstrate
sensitivity to gender
and cultural
differences.
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