360 Recommendation Report Rubric

By Leslie Bruce
SLO

Absent or Below Basic

Audience's needs are often
not recognized: terms and
ideas need explanation and
Write formally and
informally, in-class and language needs adjustment
for the audience. Purpose
out-of-class, for a
variety of audiences and isn't clear or achieved.
purposes.

Developing
Shows some attention to
audience's needs,
sometimes defining
necessary terms and ideas
and using audienceappropriate language.
Purpose may be unclear at
times, and it may not be
achieved convincingly.

Proficient
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.

Advanced
Shows sophisticated attention
to audience's needs, defining
necessary terms and ideas and
using audience-appropriate
language. Purpose is explicit
and achieved with style.

Omits or uses incorrectly

MLA- or APA-style
parenthetical citations,
Find, evaluate, select,
quotation marks, and
synthesize, organize,
works cited list. Drops
ethically cite, and
present information
quotations and ideas into
from a variety of sources text without introducing
appropriate to their
source. Frequently uses
disciplines.
irrelevant or unpersuasive
sources.

A few errors in MLA- or APA- Correctly uses MLA- or APAstyle parenthetical citations, style parenthetical citations,
quotation marks, and works quotation marks, and works
cited list. Often includes
cited list. Usually introduces
sources names without
each source fullyreader
introduction. Sometimes knows who did the research or
uses irrelevant or
communicating, for whom,
unpersuasive sources.
and why. Use of sources is
usually relevant and
persuasive.

Correctly uses MLA- or APAstyle parenthetical citations,

quotation marks, and works
cited list. Introduces each
source fullyreader knows
who did the research or
communicating, for whom,
and why. Use of sources is
always relevant and
persuasive.

Compare, evaluate,
synthesize, and
communicate carefully,
objectively, and
persuasively the relative
merits of alternative or
opposing arguments,
assumptions, and
cultural values.
Integrate this evaluative
work into ones own
persuasive arguments.

May rely too heavily upon

quotations, provide too
little evidence, or under
analyze evidence. May omit
reasoning and include some
irrelevant or unpersuasive
evidence. Controlling idea
and paragraph claims may
not focus the essay.

Supports the controlling idea

and paragraph claims with
relevant, thorough, and
insightful reasoning and
analyzed evidence.

Inadequate, inappropriate,
or irrelevant reasoning and
evidence do not support a
controlling idea or
paragraph claims. A
controlling idea and
paragraph claims may be
absent.

Usually supports the

controlling idea and paragraph
claims with persuasive
reasoning and credible,
relevant, analyzed evidence.

Organizational devices
(controlling idea, headings,
subheadings, topic
Organize ones thoughts sentences, transitions) may
and communicate them be absent, unrelated to the
4 clearly and coherently prompt, or illogically
to address a rhetorical
connected. Ps contain
situation.
multiple topics or are
disorganized.

5A

5B

Organizational devices
(controlling idea, headings,
subheadings, 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 (controlling idea,
headings, subheadings, topic
sentences, transitions) fit the
prompt and tie ideas together
adequately.

Clear, specific organizational

devices (controlling idea,
headings, subheadings, topic
sentences, transitions) fit the
prompt and tie ideas together
logically and seamlessly.

Recognize, evaluate,
and employ the features
and contexts of
language that express
and influence meaning
and that demonstrate
sensitivity to gender and
cultural differences.

Spelling, syntax, diction, or

punctuation errors impede
readability. Lanuage may
reflect a gender or cultural
bias.

Spelling, syntax, diction, or

punctuation errors often
impede readability or
otherwise distract from
meaning. Lanuage may
occasionally reflect a gender
or cultural bias.

Spelling, syntax, diction, or

punctuation errors are few
and do not distract from
meaning. Lanuage respects
gender and cultural
differences.

Outstanding control of
language, including effective
diction and sentence variety.
Lanuage respects gender and
cultural differences.

Recognize, evaluate,
and employ the features
and contexts of design
that express and
influence meaning and
that demonstrate
sensitivity to gender and
cultural differences.

Inconsistent, confusing, or
unconventional design
distracts from the text's
message.

Design is sometimes
inappropriate, confusing, or
unconventional. Often
strays from effective design
principles (e.g., alignment,
proximity).

Consistent design usually

follows effective design
principles (e.g., alignment,
proximity) and enriches the
text's message.

Sophisticated, consistent
design follows effective design
principles (e.g., alignment,
proximity) and enriches the
text's message.