NCSSM Diagnostic Rubric

HUMANITIES DEPARTMENT WRITING PROGRAM DIAGNOSTIC RUBRIC
Students Name: _____________________________ _____
Paper
Holistic Score: ____

Block:
Course: ____________________________________________
Topic: _______________________________________ Instructors: _________________________________________
6
CLEAR & CONSISTENT MASTERY
clear, insightful, arguable; germane to topic
5
REASONABLY CONSISTENT MASTERY
clear and arguable; germane to topic
4
ADEQUATE MASTERY
COMMENTS
Thesis
Thesis
FOCUS
may be implicit or explicit but still arguable; may be somewhat simplistic; generally germane to topic
Thesis
Subject, Purpose, Logic

strongly maintained

clearly maintained

generally maintained
Complexities of Topic
clear recognition of complexity
recognition of complexity with more than one topic addressed
some recognition of complexity thesis evident, but may be somewhat simplistic or implicit may merely restate introduction
comprehensive thesis and sophisticated strategy
Introduction
clear thesis and general introductory comments attempts to unify (more than just a restatement)
Introduction
Introduction
ORGANIZATI ON & STRUCTURE
unifies and synthesizes (may raise relevant questions, suggest applications, or invite exploration) purposeful; logical progression of ideas
Closing
Closing
Closing
Paragraphs
clear progression of ideas
Paragraphs
attempted organization of ideas
Paragraphs
very strong; achieved through syntactic sophistication and effective transitional devices
Coherence and Cohesion
strong; achieved through some variety in syntax and varied, effective transitions
adequate; achieved through generally effective, if somewhat simplistic, transitions development of most with sufficient evidence; at least one point treated in some depth mixture of general and specific details; generally relevant, accurate, and appropriate; may contain minor content errors
DEVELOPMEN T, SUPPORT, & ELABORATIO N
full development of all with extensive and judicious in-depth evidence grounded in relevant and appropriate texts; consistently specific, relevant, and accurate; precise and appropriate detail
Major Points
sustained, sequenced development with comprehensive and effective presentation of evidence grounded in relevant and appropriate texts; predominantly specific, relevant, and accurate; predominantly precise and appropriate detail
Major Points
Major Points
Evidence
Evidence
Evidence
Higher-level Thinking
consistent and insightful; sophisticated
consistent and insightful
consistent attempt
CRITICAL THINKING
sustained throughout; independent, synthetic, or integrative thought; connections made between and among disparate areas of learning varied, precise, appropriate meaningful variety; highly effective structure appropriate for purpose and audience
Logical Analysis
some independent or integrative thought, but may be somewhat uneven; efforts made to develop connections between and among disparate areas of learning
Logical Analysis
some independent thought but uneven; at least one attempt to develop connection between or among disparate areas of learning
Logical Analysis
Diction
varied and appropriate some variety; effective structure
Diction
generally appropriate some variety; generally effective structure generally appropriate but may be inconsistent; competent, if workmanlike, style
Diction
Sentence Variety
Sentence Variety
Sentence Variety
STYLE
Tone
appropriate for purpose and audience
Tone
Tone
Intellectual and Verbal Self-confidence

stylistic elegance or innovative, energetic presentation; effective creativity and compositional risk

stylistic elegance partially achieved; creativity and compositional risk partially successful or sustained

some evidence of stylistic control
few or no errors few or no errors
Grammar Spelling
few minor errors few minor errors
Grammar Spelling
some minor errors some minor errors
Grammar Spelling
MECHANICS
Punctuation
few or no errors
Punctuation
few minor errors
Punctuation
some minor errors
3 DEVELOPING MASTERY
may be implicit or explicit; descriptive rather than arguable; position not clear
2 LITTLE MASTERY
Thesis
1 VERY LITTLE OR NO MASTERY

no attempt to articulate a thesis
COMMENTS
Thesis
FOCUS
little, if any, attempt to articulate a thesis
Thesis

vague attempt at a sustained argument
very limited treatment of topic fails to address topic beyond restatement of prompt or presence of unrelated topics may depend on reader inference to establish purpose

unfocused or unclear
little recognition of complexity
no recognition of complexity
ORGANIZATIO N& STRUCTURE
may establish only general purpose with attempt at stating a thesis; or attempt at thesis may be evident later in essay may be direct restatement of introduction; may raise issues or questions unrelated to the topic minimal organization of ideas
Introduction
Introduction
few or no references to topic
Introduction
Closing
only passing or vague reference to topic disorganized progression of ideas
Closing
few or no references to topic
Closing
Paragraphs
Paragraphs
no organization of ideas
Paragraphs
somewhat logical but with serious gaps; weakened by simplistic, inappropriate, or intrusive transitions developed, but with vague generalizations general unsupported thought; trivial, irrelevant, or logically flawed; multiple content errors

illogical development

incoherent development
Major Points
DEVELOPMEN T, SUPPORT, & ELABORATION
listed, but without support
Major Points
not given or developed
Major Points
Evidence
vague, redundant, irrelevant generalizations; serious content errors
Evidence
little or no specific evidence; serious and frequent content errors
Evidence
some attempt
little attempt
no attempt
CRITICAL THINKING
little, if any, independent thought; generally linear presentation of ideas; summary or paraphrase rather than analysis somewhat weak, imprecise, or inappropriate
Logical Analysis
little, if any, attempt at analysis
Logical Analysis
no evidence of attempt at analysis
Logical Analysis
Diction
very limited vocabulary or inappropriate word choices very limited variety; frequent problems in structure inappropriate for purpose and audience
Diction
severely limited vocabulary; poor word choices lack of variety; severe flaws in structure inappropriate for purpose and audience
Diction
STYLE
minimal attempt at variety; some problems in structure inappropriate for purpose and audience
Sentence Variety
Sentence Variety
Sentence Variety
Tone
Tone
Tone

limited stylistic control

minimal stylistic control frequent, serious errors frequent, serious errors frequent, serious errors

lacks stylistic control
Grammar
frequent errors frequent errors
Grammar Spelling
pervasive, serious errors pervasive, serious errors pervasive, serious errors
Grammar Spelling
MECHANICS
Spelling
Punctuation
frequent errors
Punctuation
Punctuation
Final Comments:

NCSSM Diagnostic Rubric

Uploaded by

Copyright:

Available Formats

NCSSM Diagnostic Rubric

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NCSSM Diagnostic Rubric

Uploaded by

Copyright:

Available Formats

HUMANITIES DEPARTMENT WRITING PROGRAM DIAGNOSTIC RUBRIC

Students Name: _____________________________ _____

Holistic Score: ____

Topic: _______________________________________ Instructors: _________________________________________

Subject, Purpose, Logic

Subject, Purpose, Logic

Subject, Purpose, Logic

recognition of complexity with more than one topic addressed

comprehensive thesis and sophisticated strategy

ORGANIZATI ON & STRUCTURE

clear progression of ideas

attempted organization of ideas

Coherence and Cohesion

Coherence and Cohesion

Coherence and Cohesion

DEVELOPMEN T, SUPPORT, & ELABORATIO N

varied and appropriate some variety; effective structure

appropriate for purpose and audience

Intellectual and Verbal Self-confidence

Intellectual and Verbal Self-confidence

Intellectual and Verbal Self-confidence

few or no errors few or no errors

few minor errors few minor errors

some minor errors some minor errors

1 VERY LITTLE OR NO MASTERY

little, if any, attempt to articulate a thesis

Subject, Purpose, Logic

Subject, Purpose, Logic

Subject, Purpose, Logic

ORGANIZATIO N& STRUCTURE

few or no references to topic

only passing or vague reference to topic disorganized progression of ideas

few or no references to topic

Coherence and Cohesion

Coherence and Cohesion

Coherence and Cohesion

DEVELOPMEN T, SUPPORT, & ELABORATION

listed, but without support

not given or developed

vague, redundant, irrelevant generalizations; serious content errors

little or no specific evidence; serious and frequent content errors

little, if any, attempt at analysis

no evidence of attempt at analysis

Intellectual and Verbal Self-confidence

Intellectual and Verbal Self-confidence

Intellectual and Verbal Self-confidence

pervasive, serious errors pervasive, serious errors pervasive, serious errors

You might also like

Students Name: _________________________ _

Topic: _ Instructors: ___