10 Inadequate Developing Competent Effective Highly Effective Situational Understanding The writer writes to inform in such a way so as to demonstrate a thorough understanding of the situation in which he or she participates and the role of the information in the situation. The writer offers no evidence of understanding even the most basic tenets of the situation in which he or she writes to inform, offering no evidence of research, attention to ethics, clarity, focus, well- defined key terms, or specific details. The writer offers only rudimentary evidence of understanding the situation in which he or she writes to inform, offering little evidence of research, attention to ethics, clarity, focus, well- defined key terms, or specific details. The writer displays a fundamental understanding of the situation in which he or she writes to inform through research, attention to ethics, clarity, focus, well- defined key terms, and specific details. The writer shows a clear understanding of the situation in which he or she writes to inform through research, attention to ethics, clarity, focus, well- defined key terms, or specific details. The writer shows a dynamic understanding of the situation in which he or she writes to inform through the use of research, attention to ethics, clarity, focus, well- defined key terms, or specific details. Purpose The writer articulates why he or she writes to inform and how the provided information will function within the situation. The writer displays no identifiable purpose for writing to inform. The writer expresses only minimal understanding of the purpose and his or her reasons for writing to inform. The writer expresses a concrete understanding of the purpose behind his or her writing to inform and provides some research, attention to ethics, clarity, focus, key terms, or specific details. in support of the purpose. The writer clearly expresses the purpose for writing to inform and provides adequate research, attention to ethics, clarity, focus, key terms, and specific details in support of the purpose. The writer clearly expresses a sophisticated understanding of the purpose for writing to inform and provides substantial research, attention to ethics, clarity, focus, key terms, and specific details in support of the purpose. Thesis The writer articulates a clear claim regarding the objective of the The writer provides no discernible thesis regarding the information he or she The writer provides a general or familiar claim about the provided The writer conveys an original yet simple thesis about the information which is The writer clearly provides a valid thesis regarding the delivered information and supports that The writer clearly expresses an original and sophisticated thesis about the delivered information and
sources appropriate to the writing situation; and to integrate his/her information with that of others material), or it may not offer any ideas other than the writer’s own ideas. material, or may not synthesize the ideas of the writer with those of others. writer with those of others. information of the writer with that of others. synthesizes the ideas of the writer with those of others. Processes While writing to inform, the information and the writer’s performance create the information that he/she understands the importance of processes in writing, including: the creation of multiple drafts; development of flexible strategies for generating, revising, editing, and proofreading; using later invention and rethinking to revise; understanding the collaborative and social aspects of writing; and learning to critique his/her own writing and the writing of others. The writer exhibits serious weaknesses in understanding the processes of writing, usually of several kinds. The writer did not create more than one draft, did not use revision strategies successfully, was ineffective when collaborating with others (or did not collaborate), or did not provide feedback to peers. The writer displays unsatisfactory understanding of writing as a process reflected in one or more of the following ways: did not create more than one draft, did not use effective strategies to revise the information, was ineffective when collaborating with others, or did not provide helpful feedback to peers. The writer exhibits satisfactory understanding of writing as a process; the writer created at least two drafts, employed a few different strategies for generating and revising the information, collaborated appropriately with others, and provided helpful feedback to peers. The writer shows clear understanding of writing as a process; the writer created multiple drafts, employed flexible strategies for generating and revising the information, collaborated well with others, and provided helpful feedback to peers. The writer displays highly effective understanding of writing as a process; the writer created multiple drafts, employed flexible strategies for generating and revising the information, collaborated effectively with others, and provided highly effective feedback to peers. Knowledge of Conventions The writer illustrates the ability to use the appropriate conventions of format for The writer displays serious weaknesses in understanding the conventions of written English; inappropriate or The writer displays unsatisfactory understanding of conventions reflected in one or more of the following ways: The writer shows satisfactory understanding of conventions; uses appropriate formatting, structure, The writer displays clear understanding of conventions; effectively uses formatting, structure, paragraphing, The writer shows highly effective understanding of conventions; the information commands attention through