301 Arg Essay Rubric, By Joshua

Miller
SLO 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.
4
Organize ones thoughts and communicate
them clearly and persuasively to address a
rhetorical situation.
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.
5
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.
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.

Joshua Miller's notes: Good, be sure to define certain organization like CDC. I hope you have a good counter argument because if you do your paper
will be amazing. Its a great topic just be sure to give reasons why some do not wash their hands as much? Laziness? Takes too long? Inaccessible? I
cant wait to read the full paper. Also, good expalnation of the diagram. It makes the 5 very understandable!