Portfolio containing 9 full pages: -0.5 Portfolio lacking essay variety: -0.5 Grounds for Failure Plagiarism Portfolio Grade Portfolio Comments Portfolio Rubric for Instructional Reference This is an intensive writing course in which students use genres to navigate complex rhetorical challenges and compose texts that achieve purpose and meet audience needs. Narrative and descriptive modes are stressed. Basic research strategies are introduced. Modern Language Association parenthetical and Works Cited formatting is required for essays using primary or secondary sources. Categories 4.0 = Masterful 3.0 = Skilled 2.0 = Competent 1.0 = Unsatisfactory 0.0 = Poor Points GRADES 4.0, 3.0, 2.0 General Education Outcome 1 (GEO 1) FOR ENGLISH 131 masterful ability to clearly, concisely, and intelligibly (GEO 1) skilled ability to write clearly, concisely, and intelligibly (GEO 1) competent ability to write clearly, concisely, and intelligibly (GEO 1) Demonstrates unsatisfactory ability to write clearly, concisely, and intelligibly (GEO 1) Fails to demonstrate ability to write clearly, concisely, and 1) Rhetorical Situation: (4) Audience & purpose (3) Audience (2) Audience (1) Audience and purpose (0) Audience and purpose
Purpose, Audience, Context, Angle statements demonstrate mastery of rhetorical situation conveying topic, genre, and angle to clearly inform essays and purpose statements indicate writer awareness of the relationship of stated rhetorical situations to the essays and purpose statements are too general. May be missing clear indication of genre. statements are missing clear indication of genre and are disconnected from essays statements are missing Thesis: Main Claim Appropriate to Genre (4) Essays contain engaging and identifiable implied or stated thesis statements appropriate to assignment genre, purpose, and audience (3) Essays contain identifiable implied or stated thesis statements appropriate to assignment genre, purpose, and audience. (2) Thesis statements, whether implied or stated, are somewhat clear and appropriate to genre, purpose, and audience. (1) Thesis statements are unclear and/or fail to reflect attention to genre or support purpose and audience. (0) Writer little or no awareness of a thesis. Lacks purpose, audience, and context. Evidence: Support & Development of Claims (4) Masterfully supplies evidence that engages readers while developing significance, supporting claims, and maintaining to genre (3) Skillfully supplies evidence that develops claims, and is appropriate to genre (e.g. rich detail, (2) supplies evidence that develops claims, and is appropriate to (e.g. rich detail, (1) Limited development of significance and claims. Conclusions are not offered or are inappropriate in relation to evidence supplied. (0) to develop significance and support claims.
clear warrants. Transitions are seamless. strategies are evident. Genres: Memoir, Profile, Informative (4) Masterful use of features related to genre; masterful flexibility in genre use to navigate complex rhetorical challenges. (3) Skillful use of features related to genre; flexibility in genre use to address rhetorical challenges. (2) Limited use of features related to evidence of genre use to meet rhetorical challenges. (1) Fails to use features related to genre to address rhetorical challenges. (0) Research: Source Integration; MLA Style (4) When using sources: Thesis is supported with evidence from strong, credible sources. Shows proficiency in MLA style including parenthetical citations and Works Cited strategies. (3) When using sources: Thesis is supported with good sources. awareness of MLA style. and Works Cited strategies are employed, a few (2) When using sources Attention to and Works Cited strategies are needed. (1) When using sources: Sources are weak and poorly chosen. Lacks overall understanding of parenthetical and/or Works Cited strategies (0) When sources: No attention to source citation where needed. Plagiarism may be evident.
errors are apparent. Sentence Structure (4) Expresses ideas in mechanically controlled, clear, and cogent sentences. varied, pleasing sentence patterns. (3) Uses effective and varied sentences. Errors (if any) are infrequent. (2) Relies on formulaic or tedious sentence patterns. frequent errors in sentence and uses syntax. (1) Simple sentences used excessively w/ frequent errors and little variety. Run-on sentences and fragments are common. (0) Multiple and serious errors of structure, e.g., fragments, run-ons, and splices. Lacks Vocabulary and Word Choice (4) exceptional vocabulary range and uses effective diction. (3) Uses good vocabulary range and correct diction. (2) Shows ordinary vocabulary range. Diction errors do not interfere with readability. (1) Demonstrates limited vocabulary and diction. (0) Poor diction. Confusing errors result in mostly awkward or meaningless Mechanics and Punctuation (4) Virtually free of punctuation, spelling, and capitalization errors. Syntax is appropriate. (3) Contains a few surface level errors. (2) Contains errors that interfere with meaning. More attention to editing needed. (1) Contains numerous errors that interfere with meaning. Poorly edited. (0) Frequent and serious errors hinder of ideas. Reflective Essay (4) (3) (2) (1) Unacceptable (0) Fails to acknowledge