Persuasion and Rhetorical Devices Nonfiction Unit And Persuasive Speeches and Essays.
Unit 1, Rhetorical Analysis - Marquette University · 2013-08-26 · Unit 1, Rhetorical Analysis...
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FYE Program at Marquette University Rubric for Scoring English 1 – Unit 1, Rhetorical Analysis July 2009 Writing Conventions 3 – Proficient Outcome (A, AB) 2 – Competent Outcome (B, BC, C) 1 – Developing Outcome (CD, D, F) Rhetorical Negotiation of PURPOSE & AUDIENCE The written text… • Effectively expresses purpose in the introduction and thesis statement • Effectively addresses class and teacher w/in common conversation about literacy Readers are definitely persuaded to consider the text’s ideas • Purpose re rhetorical analysis is discernible but not explicit • Addresses class and teacher w/in common conversation about literacy Readers are probably persuaded to consider the text’s ideas • Vaguely expresses writer’s purpose in the intro • Gives little attention to audience Readers are confused and/or insulted and are not persuaded to consider the text’s ideas ORGANIZATION/LOGIC Given the purpose and audience, the written text… • Employs thesis statement that focuses writer’s summative point (“strong response”) about the text being analyzed. • Appropriately addresses the three parts of the assignment: summary, rhetorical analysis, strong response • Employs logical sequence of connected ¶s The organizational logic enhances a reader’s understanding of the text’s ideas • Employs thesis statement that estab- lishes some organization for the paper • Employs clear arrangement of ¶s The organizational logic assists a reader’s understanding of the text’s ideas • Employs thesis statement that is formulaic or unrelated to the body ¶s • Employs confusing arrangement of ¶s Organization problems make it diffi- cult for a reader to follow the text’s ideas DEVELOPMENT Given the purpose and audience, the written text… • Effectively frames ¶s around writer’s own points, which link to thesis • Effectively uses summary, paraphrase, and quotation from the analyzed text as evidence supporting those points • Effectively employs tactics of exposition • Frames ¶s around general statements • Uses summary, paraphrase, & quotation to describe the analyzed text rather than to support points about it • Employs tactics of exposition within paragraphs • States general points that are vague, confusing, or unrelated to thesis; or pre- sents paragraphs without point sentences • Paragraphs serve mainly to summarize the analyzed text • Omits or uses confusing ¶ breaks INTEGRATING SOURCE MATERIAL Given the purpose and audience, the written text… • Uses smooth, clear attributive phrases and consistent MLA style parenthetical citations when referring to material from the text being analyzed or to any external material that is not common knowledge • Presents accurate MLA works cited list • Uses attribution and internal MLA style citations with little awkwardness and few inconsistencies or errors • Presents competent MLA works cited list • Omits many attributive phrases and uses few or unclear internal MLA citations • Relies extensively on quotations • Presents incomplete or inaccurate MLA works cited list STUDENT EXPERT’S ETHOS Given the purpose and audience, the written text employs an academic voice that… • Demonstrates comprehensive understanding of the content • Demonstrates personal engagement with the content (via the writer’s ideas, values, beliefs) Readers perceive this textual voice as reliable and trustworthy • Demonstrates general understanding of the content • Demonstrates some engagement with the content Readers perceive this textual voice as mostly unreliable • Demonstrates little or no understanding of the content • Demonstrates little or no personal engagement with the content Readers perceive this textual voice as unreliable READABILITY The written text… • Contains few or no errors in spelling, grammar, or punctuation • Effectively uses sentences with clear subjects and verbs • Uses well-chosen vocabulary for an effective academic style • Contains some distracting errors in spelling, grammar, punctuation, or uses ineffective sentence structure, but these problems do not interfere with a reader’s comprehension • Uses largely appropriate academic word choices and style • Contains numerous distracting errors in spelling, grammar, punctuation, or sentence structure, some of which interfere with a reader’s understanding • Contains vocabulary choices that are confusing or inappropriate for an academic style FYE Assessment Report Appendix B, FYE Rubrics September 2012
Transcript of Unit 1, Rhetorical Analysis - Marquette University · 2013-08-26 · Unit 1, Rhetorical Analysis...
FY
E P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 1
– U
nit
1, R
het
ori
cal
An
aly
sis
July
20
09
Wri
tin
g C
on
ven
tion
s 3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
) R
het
ori
cal
Neg
oti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
The
wri
tten
text…
• E
ffec
tiv
ely e
xp
ress
es p
urp
ose
in
th
e
intr
od
uct
ion a
nd t
hes
is s
tate
men
t
• E
ffec
tiv
ely a
dd
ress
es c
lass
an
d t
each
er
w/i
n c
om
mo
n c
on
ver
sati
on
ab
ou
t li
tera
cy
Rea
der
s ar
e d
efin
itel
y p
ersu
aded
to
con
sid
er t
he
text’
s id
eas
• P
urp
ose
re
rhet
ori
cal
anal
ysi
s is
dis
cern
ible
bu
t no
t ex
pli
cit
• A
dd
ress
es c
lass
an
d t
each
er w
/in
com
mo
n c
on
ver
sati
on
ab
ou
t li
tera
cy
Rea
der
s ar
e p
rob
ably
per
suad
ed t
o
con
sid
er t
he
text’
s id
eas
• V
agu
ely e
xp
ress
es w
rite
r’s
pu
rpo
se i
n
the
intr
o
• G
ives
lit
tle
atte
nti
on
to
aud
ien
ce
Rea
der
s ar
e co
nfu
sed
an
d/o
r in
sult
ed
and
are
no
t p
ersu
aded
to
con
sid
er t
he
text’
s id
eas
OR
GA
NIZ
AT
ION
/LO
GIC
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
mp
loys
thes
is s
tate
men
t th
at f
ocu
ses
wri
ter’
s su
mm
ativ
e p
oin
t (“
stro
ng
resp
on
se”)
ab
ou
t th
e te
xt
bei
ng a
nal
yze
d.
• A
pp
rop
riat
ely a
dd
ress
es t
he
thre
e p
arts
of
the
assi
gn
men
t: s
um
mar
y,
rhet
ori
cal
anal
ysi
s, s
tro
ng r
esp
on
se
• E
mp
loys
logic
al s
equ
ence
of
con
nec
ted
¶s
T
he
org
aniz
atio
nal
lo
gic
enh
ance
s a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas
• E
mp
loys
thes
is s
tate
men
t th
at e
stab
-
lish
es s
om
e o
rgan
izat
ion
fo
r th
e pap
er
• E
mp
loys
clea
r ar
ran
gem
ent
of
¶s
Th
e o
rgan
izat
ion
al l
ogic
ass
ists
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas
• E
mp
loys
thes
is s
tate
men
t th
at i
s
form
ula
ic o
r u
nre
late
d t
o t
he
body ¶
s
• E
mp
loys
con
fusi
ng a
rran
gem
ent
of
¶s
O
rgan
izat
ion
pro
ble
ms
mak
e it
dif
fi-
cult
fo
r a
read
er t
o f
oll
ow
th
e te
xt’
s id
eas
DE
VE
LO
PM
EN
T
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
ffec
tiv
ely f
ram
es ¶
s ar
ou
nd w
rite
r’s
ow
n
po
ints
, w
hic
h l
ink t
o t
hes
is
• E
ffec
tiv
ely u
ses
sum
mar
y,
par
aph
rase
,
and
qu
ota
tion
fro
m t
he
anal
yze
d t
ext
as
evid
ence
su
ppo
rtin
g t
ho
se p
oin
ts
• E
ffec
tivel
y e
mp
loys
tact
ics
of
exp
osi
tion
• F
ram
es ¶
s ar
ou
nd g
ener
al s
tate
men
ts
• U
ses
sum
mar
y,
par
aph
rase
, &
qu
ota
tio
n
to d
escr
ibe
the
anal
yze
d t
ext
rath
er t
han
to
sup
po
rt p
oin
ts a
bo
ut
it
• E
mp
loys
tact
ics
of
exp
osi
tion
wit
hin
par
agra
ph
s
• S
tate
s gen
eral
po
ints
th
at a
re v
agu
e,
con
fusi
ng,
or
un
rela
ted t
o t
hes
is;
or
pre
-
sen
ts p
arag
rap
hs
wit
ho
ut
po
int
sen
ten
ces
• P
arag
rap
hs
serv
e m
ain
ly t
o s
um
mar
ize
the
anal
yze
d t
ext
• O
mit
s o
r u
ses
con
fusi
ng ¶
bre
aks
INT
EG
RA
TIN
G S
OU
RC
E
MA
TE
RIA
L
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• U
ses
smo
oth
, cl
ear
attr
ibu
tive
ph
rase
s an
d
con
sist
ent
ML
A s
tyle
par
enth
etic
al c
itat
ion
s
wh
en r
efer
rin
g t
o m
ater
ial
fro
m t
he
text
bei
ng a
nal
yze
d o
r to
an
y e
xte
rnal
mat
eria
l
that
is
no
t co
mm
on
kn
ow
led
ge
• P
rese
nts
acc
ura
te M
LA
wo
rks
cite
d l
ist
• U
ses
attr
ibu
tio
n a
nd
in
tern
al M
LA
sty
le
cita
tio
ns
wit
h l
ittl
e aw
kw
ard
nes
s an
d f
ew
inco
nsi
sten
cies
or
erro
rs
• P
rese
nts
co
mp
eten
t M
LA
wo
rks
cite
d
list
• O
mit
s m
any a
ttri
bu
tive
ph
rase
s an
d u
ses
few
or
un
clea
r in
tern
al M
LA
cit
atio
ns
• R
elie
s ex
ten
sivel
y o
n q
uota
tions
• P
rese
nts
in
com
ple
te o
r in
accu
rate
ML
A
wo
rks
cite
d l
ist
ST
UD
EN
T E
XP
ER
T’S
ET
HO
S
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t em
plo
ys
an
acad
emic
vo
ice
that
…
• D
emo
nst
rate
s co
mp
reh
ensi
ve
un
der
stan
din
g o
f th
e co
nte
nt
• D
emo
nst
rate
s p
erso
nal
en
gag
emen
t
wit
h t
he
con
ten
t (v
ia t
he
wri
ter’
s id
eas,
val
ues
, b
elie
fs)
R
ead
ers
per
ceiv
e th
is t
extu
al v
oic
e as
reli
able
an
d t
rust
wo
rth
y
• D
emo
nst
rate
s g
ener
al u
nd
erst
and
ing o
f
the
con
ten
t
• D
emo
nst
rate
s so
me
eng
agem
ent
wit
h
the
con
ten
t
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
mo
stly
un
reli
able
• D
emo
nst
rate
s li
ttle
or
no
un
der
stan
din
g
of
the
con
tent
• D
emo
nst
rate
s li
ttle
or
no
per
son
al
engag
emen
t w
ith
th
e co
nte
nt
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
un
reli
able
RE
AD
AB
ILIT
Y
The
wri
tten
text…
• C
on
tain
s fe
w o
r n
o e
rro
rs i
n s
pel
lin
g,
gra
mm
ar,
or
pu
nct
uat
ion
• E
ffec
tiv
ely u
ses
sen
ten
ces
wit
h c
lear
sub
ject
s an
d v
erb
s
• U
ses
wel
l-ch
ose
n v
oca
bu
lary
fo
r an
effe
ctiv
e ac
adem
ic s
tyle
• C
on
tain
s so
me
dis
trac
tin
g e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
use
s
inef
fect
ive
sen
ten
ce s
tru
ctu
re,
bu
t th
ese
pro
ble
ms
do
no
t in
terf
ere
wit
h a
rea
der
’s
com
pre
hen
sio
n
• U
ses
larg
ely a
pp
rop
riat
e ac
adem
ic w
ord
cho
ices
an
d s
tyle
• C
on
tain
s nu
mer
ou
s d
istr
acti
ng e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce s
tru
ctu
re,
som
e o
f w
hic
h
inte
rfer
e w
ith
a r
ead
er’s
un
der
stan
din
g
• C
on
tain
s vo
cab
ula
ry c
ho
ices
that
are
con
fusi
ng o
r in
app
rop
riat
e fo
r an
acad
emic
sty
le
FYE Assessment Report Appendix B, FYE Rubrics September 2012
FY
E P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 1
– U
nit
2, A
cad
emic
Ex
posi
tion
July
20
09
Wri
tin
g C
on
ven
tio
ns
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
)
Rh
eto
rica
l N
egoti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
The
wri
tten
text…
• E
ffec
tiv
ely a
rtic
ula
tes
pu
rpo
se i
n t
he
intr
od
uct
ion a
nd t
hes
is s
tate
men
t in
ter
ms
of
surp
risi
ng v
iew
an
d k
no
wle
dge
gap
• E
ffec
tiv
ely a
dd
ress
es a
ud
ien
ce a
s le
ss
info
rmed
th
an w
rite
r b
ut
par
t o
f th
e sa
me
con
ver
sati
on
abo
ut
glo
bal
pop
cult
ure
Rea
der
s ar
e d
efin
itel
y p
ersu
aded
to
con
sid
er t
he
text’
s id
eas.
• A
nn
oun
ces
sub
ject
mat
ter
in t
he
intr
od
uct
ion a
nd
/or
thes
is s
tate
men
t bu
t
pu
rpo
se r
e su
rpri
sin
g v
iew
an
d k
no
wle
dge
gap
rem
ain
s im
pli
cit
• A
ckn
ow
led
ges
au
die
nce
as
par
t o
f a
con
ver
sati
on
abo
ut
glo
bal
pop
cult
ure
Rea
der
s ar
e p
rob
ably
per
suad
ed t
o
con
sid
er t
he
text’
s id
eas.
• V
agu
ely e
xp
ress
es w
rite
r’s
pu
rpo
se i
n
the
intr
o;
thes
is i
s m
issi
ng,
vag
ue,
or
on
ly
des
crip
tive
(“al
l ab
out”
wri
tin
g)
• L
acks
atte
nti
on
to
su
rpri
sin
g v
iew
or
kn
ow
led
ge
gap
• G
ives
lit
tle
atte
nti
on
to
aud
ien
ce
Rea
der
s ar
e co
nfu
sed
an
d/o
r in
sult
ed
and
are
no
t p
ersu
aded
to
con
sid
er t
he
text’
s
idea
s.
OR
GA
NIZ
AT
ION
/LO
GIC
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
mp
loys
wri
ter’
s id
eas
as m
ain
po
ints
• E
mp
loys
logic
al a
rran
gem
ent
of
¶s
• E
mp
loys
logic
al a
rran
gem
ent
w/i
n ¶
s b
y
mo
vin
g f
rom
po
ints
to
par
ticu
lars
• E
ffec
tiv
ely c
on
clu
des
th
e p
aper
by
mo
vin
g b
eyo
nd
su
mm
ary
T
he
org
aniz
atio
nal
lo
gic
enh
ance
s a
read
er’s
un
der
stan
din
g o
f w
rite
r’s
po
ints
.
• U
nev
enly
use
s w
rite
r’s
idea
s as
mai
n p
ts
• E
mp
loys
clea
r ar
ran
gem
ent
of
¶s
• E
mp
loys
clea
r ar
ran
gem
ent
w/i
n ¶
s bu
t
inco
nsi
sten
t in
rel
atio
nsh
ip b
etw
een
poin
ts
and
par
ticu
lars
• C
on
clu
sion
co
nta
ins
mo
re t
han
su
mm
ary
Th
e o
rgan
izat
ion
al l
ogic
ass
ists
a
read
er’s
un
der
stan
din
g o
f w
rite
r’s
po
ints
.
• F
ocu
ses
on
rea
din
gs,
not
wri
ter’
s id
eas
• E
mp
loys
con
fusi
ng s
equ
ence
of
¶s
• E
mp
loys
con
fusi
ng a
rran
gem
ent
w/i
n ¶
s •
• E
mp
loys
no
co
ncl
usi
on
or
on
e th
at i
s a
rep
etit
ive
sum
mar
y
Lac
k o
f cl
ear
org
aniz
atio
n m
akes
it
dif
ficu
lt f
or
a re
ader
to
und
erst
and
wri
ter’
s
po
ints
.
DE
VE
LO
PM
EN
T
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
ffec
tiv
ely e
mp
loys
sum
mar
y a
nd
rhet
ori
cal
anal
ysi
s o
f re
adin
gs
• E
ffec
tiv
ely s
tate
s w
rite
r’s
reas
on
ing i
n
sup
po
rt o
f th
e th
esis
• E
ffec
tiv
ely s
tate
s ev
iden
ce,
supp
ort
ing
wri
ter’
s th
inkin
g w
ith
tex
tual
ref
eren
ces
(via
su
mm
ary,
par
aph
rase
, &
qu
ota
tio
n)
• E
mp
loys
mo
re s
um
mar
y t
han
an
alysi
s
• A
deq
uat
ely s
tate
s an
d i
llu
stra
tes
wri
ter’
s
reas
on
ing i
n s
upp
ort
of
the
thes
is
• A
deq
uat
ely s
tate
s ev
iden
ce,
sup
po
rtin
g
wri
ter’
s th
inkin
g w
ith
tex
tual
ref
eren
ces
(via
su
mm
ary,
par
aph
rase
, &
qu
ota
tio
n)
• D
oes
no
t d
emo
nst
rate
rh
eto
rica
l an
alysi
s
of
read
ings
and
con
tain
s to
o m
uch
sum
mar
y
• R
efer
s to
rea
din
gs
bu
t d
oes
n’t
co
nn
ect
them
to
wri
ter’
s th
inkin
g—
min
imal
use
of
sum
mar
y a
nd
par
aph
rase
INF
OR
MA
TIO
N L
ITE
RA
CY
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
ffec
tiv
ely f
ocu
ses
on
3 w
ell-
cho
sen
texts
, at
lea
st o
ne
w/
vie
w f
r. o
uts
ide
U.S
.
• U
ses
clea
r at
trib
uti
ve
ph
rase
s an
d
effe
ctiv
ely c
red
its
sou
rces
wit
h c
on
sist
ent
inte
rnal
ML
A s
tyle
par
enth
etic
al c
itat
ion
s
• P
rese
nts
acc
ura
te M
LA
wo
rks
cite
d l
ist
• D
iscu
sses
3 r
ead
ings,
at
leas
t on
e w
/
vie
w f
rom
ou
tsid
e U
.S.
• U
ses
attr
ibu
tio
n a
nd
cre
dit
s so
urc
es w
ith
inte
rnal
ML
A s
tyle
cit
atio
ns
wit
h o
nly
a
few
in
con
sist
enci
es o
r er
rors
• P
rese
nts
co
mp
eten
t M
LA
wo
rks
cite
d l
ist
• D
iscu
sses
3 r
ead
ings
un
even
ly,
w/o
adeq
uat
e at
ten
tio
n t
o v
iew
fr.
ou
tsid
e U
.S.
• O
mit
s m
any a
ttri
bu
tive
ph
rase
s an
d u
ses
few
or
un
clea
r M
LA
sty
le c
itat
ion
s
• P
rese
nts
in
com
ple
te o
r in
accu
rate
ML
A
wo
rks
cite
d l
ist
ST
UD
EN
T E
XP
ER
T’S
ET
HO
S
The
wri
tten
text
em
plo
ys
an
acad
emic
vo
ice
that
…
• D
emo
nst
rate
s th
oro
ugh
und
erst
and
ing o
f
con
ten
t
• D
emo
nst
rate
s p
erso
nal
en
gag
emen
t
wit
h c
on
ten
t
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
reli
able
an
d k
no
wle
dgea
ble
.
• D
emo
nst
rate
s g
ener
al u
nd
erst
and
ing o
f
con
ten
t
• D
emo
nst
rate
s so
me
per
son
al e
ngag
emen
t
wit
h c
on
ten
t
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
mo
stly
rel
iab
le a
nd
kn
ow
led
gea
ble
.
• D
emo
nst
rate
s m
inim
al u
nd
erst
and
ing o
f
con
ten
t
• D
emo
nst
rate
s m
inim
al e
ngag
emen
t w
ith
con
ten
t
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
no
t p
arti
cula
rly r
elia
ble
or
kno
wle
dgea
ble
.
RE
AD
AB
ILIT
Y
The
wri
tten
text…
• C
on
tain
s fe
w o
r n
o e
rro
rs i
n s
pel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
or
sen
ten
ce s
tru
ctu
re
(esp
. su
bje
ct p
osi
tion
, ac
tive
ver
bs,
par
alle
lism
, an
d t
ran
siti
on
s)
• U
ses
wel
l-ch
ose
n v
oca
bu
lary
an
d a
n
emp
loys
an e
ffec
tiv
e ac
adem
ic s
tyle
• C
on
tain
s so
me
dis
trac
tin
g e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce
stru
ctu
re, b
ut
thes
e er
rors
do
no
t in
terf
ere
wit
h c
om
pre
hen
sio
n
• E
mp
loys
a la
rgel
y a
pp
rop
riat
e ac
adem
ic
style
• C
on
tain
s nu
mer
ou
s er
rors
in
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re,
som
e in
terf
erin
g w
ith
a r
ead
er’s
un
der
stan
din
g
• C
on
tain
s vo
cab
ula
ry c
ho
ices
co
nfu
sin
g
or
inap
pro
pri
ate
for
an a
cad
emic
sty
le
FYE Assessment Report Appendix B, FYE Rubrics September 2012
FY
E P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 1
– U
nit
3, A
cad
emic
Arg
um
ent
Wri
tin
g C
on
ven
tio
ns
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
)
Rh
eto
rica
l N
egoti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
The
wri
tten
text…
• U
ses
intr
o e
ffec
tivel
y t
o d
efin
e is
sue
in
a w
ay t
hat
ack
no
wle
dg
es c
om
pet
ing
per
spec
tives
• E
ffec
tiv
ely a
sser
ts m
ajo
r cl
aim
in
th
esis
stat
emen
t an
d g
ives
over
vie
w o
f ar
gu
men
t
(may
be
two
sen
ten
ces)
• I
ncl
ud
es e
ffec
tive
just
ific
atio
n s
ecti
on
• E
ffec
tiv
ely a
dd
ress
es a
ud
ien
ce a
s p
art
of
com
mo
n c
on
ver
sati
on
ab
ou
t en
vir
on
-
men
tal
issu
es b
ut
less
in
form
ed o
n
spec
ific
iss
ue
Rea
der
s ar
e d
efin
itel
y p
ersu
aded
to
con
sid
er t
he
text’
s id
eas.
• D
efin
es i
ssu
e in
in
tro
du
ctio
n i
n a
way
that
ack
no
wle
dges
co
mp
etin
g p
ersp
ecti
ves
• U
ses
thes
is s
tate
men
t to
pre
sen
t cl
aim
;
over
vie
w o
f ar
gu
men
t vag
ue
or
mis
sin
g
• I
ncl
ud
es j
ust
ific
atio
n s
ecti
on
• A
dd
ress
es a
ud
ien
ce a
s p
art
of
com
mo
n
con
ver
sati
on
abo
ut
envir
on
men
tal
issu
es
bu
t le
ss i
nfo
rmed
on
sp
ecif
ic i
ssu
e
Rea
der
s ar
e p
rob
ably
per
suad
ed t
o
con
sid
er t
he
text’
s id
eas.
• D
efin
es i
ssu
e vag
uel
y,
wit
ho
ut
ackn
ow
led
gin
g c
om
pet
ing p
ersp
ecti
ves
• U
ses
vag
ue
or
no
th
esis
sta
tem
ent,
or
thes
is i
s no
t ar
gu
able
• O
mit
s o
r giv
es l
ittl
e at
ten
tio
n t
o
just
ific
atio
n s
ecti
on
• G
ives
lit
tle
atte
nti
on
to
aud
ien
ce
Rea
der
s ar
e co
nfu
sed
an
d/o
r in
sult
ed
and
are
no
t p
ersu
aded
to
con
sid
er t
he
text’
s id
eas.
OR
GA
NIZ
AT
ION
/LO
GIC
S
ee A
BG
W 4
57
.
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
ffec
tiv
ely e
mp
loys
logic
al ¶
seq
uen
ce
to m
ake
and
def
end
cla
im
• E
ffec
tiv
ely e
mp
loys
logic
al
arra
ngem
ent
of
idea
s w
ith
in e
ach
¶
• E
ffec
tiv
ely e
mp
loys
con
clu
sio
n t
hat
mo
ves
bey
on
d s
um
mar
y t
ow
ard
act
ion
Th
e o
rgan
izat
ion
al l
ogic
en
han
ces
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• E
mp
loys
reas
on
ably
cle
ar ¶
seq
uen
ce
• E
mp
loys
reas
on
ably
cle
ar a
rran
gem
ent
of
idea
s w
ith
in e
ach
¶
• A
deq
uat
ely e
mp
loys
con
clu
sio
n t
hat
do
es m
ore
th
an s
um
mar
ize
Th
e o
rgan
izat
ion
al l
ogic
ass
ists
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• P
rese
nts
co
nfu
sin
g a
rran
gem
ent
of
¶s
• P
rese
nts
co
nfu
sin
g a
rran
gem
ent
of
idea
s
wit
hin
eac
h ¶
• E
mp
loys
vag
ue
or
sum
mar
y c
on
clu
sion
Th
e la
ck o
f p
urp
ose
ful
org
aniz
atio
n
mak
es i
t d
iffi
cult
fo
r a
read
er t
o u
nd
er-
stan
d t
he
text’
s id
eas.
DE
VE
LO
PM
EN
T
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
ffec
tiv
ely e
mp
loys
reas
on
s to
su
ppo
rt
thes
is a
rgu
men
t— m
akin
g a
nd
def
end
ing
a cl
aim
ab
ou
t a
deb
atab
le i
ssu
e
• E
ffec
tiv
ely u
ses
bo
dy ¶
s to
su
pp
ort
reas
on
s w
/ ev
iden
ce f
rom
rea
son
ing &
rese
arch
• S
mo
oth
ly i
nte
gra
tes
sou
rces
via
su
m-
mar
y,
par
aph
rase
, &
qu
ota
tion
as
nee
ded
• A
deq
uat
ely e
mp
loys
reas
on
ed
argu
men
t—m
akin
g a
nd
def
end
ing a
cla
im
abo
ut
a d
ebat
able
iss
ue
• A
deq
uat
ely s
tate
s w
rite
r’s
reas
on
s
(gen
eral
po
ints
) th
at s
upp
ort
th
e th
esis
• A
deq
uat
ely s
up
po
rts
reas
on
s w
/ ev
i-
den
ce f
r. r
easo
nin
g &
res
earc
h v
ia s
um
-
mar
y,
par
aph
rase
, &
qu
ota
tion
as
nee
ded
• D
oes
no
t d
emo
nst
rate
rea
son
ed
argu
men
t
• S
tate
s re
aso
ns
that
are
vag
ue,
co
nfu
sin
g,
or
un
rela
ted
to
th
e th
esis
• E
mp
loys
litt
le o
r n
o e
vid
ence
INF
OR
MA
TIO
N L
ITE
RA
CY
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• I
nte
gra
tes
effe
ctiv
ely,
sum
mar
izes
an
d
cou
nte
rs a
per
tin
ent
op
po
sin
g a
rgu
men
t
• E
ffec
tiv
ely e
mp
loys
rhet
ori
cal
anal
ysi
s
in d
iscu
ssio
n o
f al
l so
urc
es
• U
ses
clea
r at
trib
uti
ve
ph
rase
s an
d
effe
ctiv
ely c
red
its
sou
rces
wit
h c
on
sist
ent
inte
rnal
ML
A s
tyle
par
enth
etic
al c
itat
ion
s
• P
rese
nts
acc
ura
te M
LA
wo
rks
cite
d l
ist
• D
iscu
sses
op
po
sin
g a
rgu
men
t o
nly
bri
efly
• C
on
tain
s ev
iden
ce o
f rh
eto
rica
l an
alysi
s
• U
ses
attr
ibu
tio
n, an
d c
red
its
sou
rces
wit
h i
nte
rnal
ML
A s
tyle
cit
atio
ns
wit
h
on
ly a
few
in
con
sist
enci
es o
r er
rors
• P
rese
nts
co
mp
eten
t M
LA
wo
rks
cite
d
list
• O
mit
s tr
eatm
ent
of
op
po
sin
g a
rgu
men
t
• O
mit
s m
any a
ttri
bu
tive
ph
rase
s an
d u
ses
few
or
un
clea
r M
LA
sty
le c
itat
ion
s
• P
rese
nts
in
com
ple
te o
r in
accu
rate
ML
A
wo
rks
cite
d l
ist
C
on
tinu
ed o
n t
he
rever
se
July
200
9
FYE Assessment Report Appendix B, FYE Rubrics September 2012
FY
E P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 1
– U
nit
3, A
cad
emic
Arg
um
ent
Wri
tin
g C
on
ven
tio
ns
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
) S
TU
DE
NT
EX
PE
RT’S
ET
HO
S
the
wri
tten
tex
t em
plo
ys
an
acad
emic
vo
ice
that
…
• D
emo
nst
rate
s co
mp
reh
ensi
ve
un
der
stan
din
g o
f co
nte
nt
• D
emo
nst
rate
s p
erso
nal
en
gag
emen
t w
ith
con
ten
t via
wri
ter’
s id
eas,
val
ues
, b
elie
fs
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
Tru
stw
ort
hy.
• D
emo
nst
rate
s g
ener
al u
nd
erst
and
ing o
f
con
ten
t
• D
emo
nst
rate
s so
me
per
son
al
engag
emen
t w
ith
th
e co
nte
nt
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
mo
stly
tru
stw
ort
hy.
• D
emo
nst
rate
s li
ttle
or
no
un
der
stan
din
g
of
con
ten
t
• D
emo
nst
rate
lit
tle
or
no
per
sonal
engag
emen
t co
nte
nt
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
no
t tr
ust
wo
rth
y.
RE
AD
AB
ILIT
Y
The
wri
tten
text…
• C
on
tain
s fe
w o
r n
o e
rro
rs i
n s
pel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re
• E
ffec
tiv
ely u
ses
sen
ten
ces
wit
h c
lear
sub
ject
s &
ver
bs,
par
alle
lism
, tr
ansi
tion
s
• S
ho
ws
evid
ence
of
hav
ing a
tten
ded
to
old
-new
co
ntr
act
to e
nh
ance
rea
dab
ilit
y
• U
ses
wel
l-ch
ose
n v
oca
bu
lary
fo
r an
effe
ctiv
e ac
adem
ic s
tyle
• C
on
tain
s so
me
dis
trac
tin
g e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce s
tru
ctu
re, b
ut
thes
e er
rors
do
no
t
inte
rfer
e w
ith
co
mp
reh
ensi
on
• I
ncl
ud
es s
ente
nce
seq
uen
ces
that
nee
d
tran
siti
on
s, p
aral
lel
stru
ctu
re,
and
/or
app
lica
tion
of
old
-new
co
ntr
act
pri
nci
ple
s
• L
arg
ely e
mp
loys
app
rop
riat
e ac
adem
ic
style
• C
on
tain
s nu
mer
ou
s d
istr
acti
ng e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce s
tru
ctu
re,
som
e o
f w
hic
h
inte
rfer
e w
ith
a r
ead
er’s
un
der
stan
din
g
• C
on
tain
s no
evid
ence
of
atte
nti
on
to
tran
siti
on
s, p
aral
leli
sm,
or
the
old
-new
con
trac
t
• C
on
tain
s vo
cab
ula
ry c
ho
ices
co
nfu
sin
g
or
inap
pro
pri
ate
for
an a
cad
emic
sty
le
FYE Assessment Report Appendix B, FYE Rubrics September 2012
FY
E P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 1
– U
nit
4, N
arr
ati
ve
Lit
era
cy
July
200
9
C
on
tinu
ed o
n r
ever
se
Wri
tin
g C
on
ven
tio
ns
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
)
Rh
eto
rica
l N
egoti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
The
wri
tten
text…
• E
ffec
tiv
ely d
efin
es p
urp
ose
to e
xam
ine
the
rhet
ori
cal
imp
act
of
the
textu
al,
cult
ura
l, a
nd
eth
ical
dim
ensi
on
s of
a
nar
rati
ve
con
tain
ed w
ith
in a
tex
t th
at h
as
bro
ader
pu
rpo
ses
• E
ffec
tiv
ely a
dd
ress
es c
lass
an
d t
each
er
as a
n a
ud
ien
ce c
uri
ou
s to
rea
d a
bo
ut
lin
ks
amo
ng t
extu
al,
cult
ura
l, a
nd
eth
ical
dim
ensi
on
s o
f n
arra
tive
in t
his
con
text
Rea
der
s ar
e d
efin
itel
y p
ersu
aded
to
con
sid
er t
he
text’
s id
eas.
• D
efin
es p
urp
ose
to
exam
ine
the
rhet
ori
cal
imp
act
of
the
textu
al,
cult
ura
l, a
nd
eth
ical
dim
ensi
on
s o
f a
nar
rati
ve
con
tain
ed w
ith
in a
text
that
has
bro
ader
pu
rpo
ses
• A
dd
ress
es c
lass
an
d t
each
er a
s an
aud
ien
ce c
uri
ou
s to
rea
d a
bo
ut
links
amo
ng
textu
al,
cult
ura
l, a
nd
/or
eth
ical
dim
ensi
on
s
of
nar
rati
ve
in t
his
con
text
Rea
der
s ar
e p
rob
ably
per
suad
ed t
o
con
sid
er t
he
text’
s id
eas.
• V
agu
ely d
efin
es p
urp
ose
and
/or
do
es n
ot
stip
ula
te t
extu
al, cu
ltu
ral,
and
eth
ical
dim
ensi
on
s o
f th
e n
arra
tive
un
der
an
alysi
s.
• G
ives
lit
tle
atte
nti
on
to
aud
ien
ce.
Rea
der
s ar
e co
nfu
sed
an
d/o
r in
sult
ed a
nd
no
t p
ersu
aded
to c
on
sid
er t
he
text’
s id
eas.
OR
GA
NIZ
AT
ION
/LO
GIC
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
ffec
tiv
ely e
mp
loys
an i
nte
rpre
tive
thes
is s
tate
men
t to
org
aniz
e p
aper
• E
mp
loys
logic
al a
rran
gem
ent
of
¶s
• E
mp
loys
logic
al a
rran
gem
ent
of
idea
s
wit
hin
eac
h ¶
• E
ffec
tiv
ely i
ntr
odu
ces
and
con
clu
des
pap
er
Th
e o
rgan
izat
ion
al l
ogic
en
han
ces
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• A
deq
uat
ely e
mp
loys
an i
nte
rpre
tive
thes
is
stat
emen
t to
org
aniz
e p
aper
.
• E
mp
loys
clea
r ar
ran
gem
ent
of
¶s
• E
mp
loys
clea
r ar
ran
gem
ent
of
idea
s
wit
hin
eac
h ¶
• A
deq
uat
ely i
ntr
od
uce
s an
d c
oncl
ud
es
pap
er
Th
e o
rgan
izat
ion
al l
ogic
ass
ists
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• E
mp
loys
no
th
esis
sta
tem
ent
or
on
e th
at
do
es n
ot
org
aniz
e th
e p
aper
• E
mp
loys
con
fusi
ng a
rran
gem
ent
of
¶s
• E
mp
loys
con
fusi
ng a
rran
gem
ent
of
idea
s
wit
hin
eac
h ¶
• E
mp
loys
vag
ue
intr
od
uct
ion a
nd
/or
sum
mar
y c
on
clu
sio
n.
Lac
k o
f p
urp
ose
ful
org
aniz
atio
n m
akes
it
dif
ficu
lt f
or
a re
ader
to
und
erst
and
id
eas.
DE
VE
LO
PM
EN
T
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
ffec
tiv
ely e
mp
loys
gen
eral
po
ints
as
reas
on
s th
at s
up
po
rt t
he
thes
is
• E
ffec
tiv
ely s
tate
s an
d t
ies
in p
arti
cula
r
det
ails
(fr
om
nar
rati
ve,
co
nta
inin
g t
ext,
and
add
itio
nal
tex
ts)
as e
vid
ence
• E
ffec
tiv
ely i
nte
gra
tes
add
itio
nal
so
urc
es
(via
su
mm
ary,
par
aph
rase
, o
r q
uota
tio
n)
• A
deq
uat
ely e
mp
loys
gen
eral
po
ints
as
reas
on
s th
at s
up
po
rt t
he
thes
is
• A
deq
uat
ely s
tate
s an
d t
ies
in p
arti
cula
r
det
ails
(fr
om
nar
rati
ve,
co
nta
inin
g t
ext,
an
d
add
itio
nal
tex
ts)
as e
vid
ence
• A
deq
uat
ely i
nte
gra
tes
add
itio
nal
so
urc
es
(via
su
mm
ary,
par
aph
rase
, o
r q
uota
tio
n)
• D
oes
no
t ex
pla
in g
ener
al p
oin
ts a
s re
aso
ns
that
sup
po
rt t
he
thes
is, o
r st
ates
gen
eral
po
ints
that
are
vag
ue
or
con
fusi
ng
• E
mp
loys
litt
le o
r n
o e
vid
ence
, or
reli
es
pri
mar
ily o
n s
um
mar
y
• D
emo
nst
rate
s in
effe
ctiv
e u
se o
f ad
dit
ion
al
sou
rces
INF
OR
MA
TIO
N L
ITE
RA
CY
Giv
en t
he
purp
ose
and
aud
ien
ce,
the
wri
tten
tex
t…
• E
ffec
tiv
ely r
eco
gn
izes
an
d a
dd
ress
es
nee
ds
for
info
rmat
ion
fro
m e
xte
rnal
sou
rces
• E
ffec
tiv
ely e
mp
loys
rhet
ori
cal
anal
ysi
s
in d
iscu
ssio
n o
f al
l te
xts
• U
ses
clea
r at
trib
uti
ve
ph
rase
s an
d
effe
ctiv
ely c
red
its
sou
rces
wit
h c
on
sist
ent
inte
rnal
ML
A s
tyle
par
enth
etic
al c
itat
ion
s
• P
rese
nts
acc
ura
te M
LA
wo
rks
cite
d l
ist
• R
eco
gn
izes
an
d a
dd
ress
es n
eeds
for
info
rmat
ion
fro
m e
xte
rnal
so
urc
es
• P
ays
som
e at
ten
tio
n t
o r
het
ori
cal
anal
ysi
s
in d
iscu
ssio
n o
f te
xts
• U
ses
attr
ibu
tio
n a
nd
cre
dit
s so
urc
es v
ia
inte
rnal
ML
A s
tyle
par
enth
etic
al c
itat
ion
s
wit
h o
nly
a f
ew i
nco
nsi
sten
cies
or
erro
rs
• P
rese
nts
co
mp
eten
t M
LA
wo
rks
cite
d l
ist
• I
nad
equ
atel
y a
dd
ress
es n
eed
s fo
r
info
rmat
ion
fro
m e
xte
rnal
so
urc
es
• P
ays
litt
le o
r n
o a
tten
tio
n t
o r
het
ori
cal
anal
ysi
s in
dis
cuss
ion
of
texts
• O
mit
s m
any a
ttri
bu
tive
ph
rase
s an
d u
ses
few
or
un
clea
r M
LA
sty
le c
itat
ion
s
• P
rese
nts
in
com
ple
te o
r in
accu
rate
ML
A
wo
rks
cite
d l
ist
ST
UD
EN
T E
XP
ER
T’S
ET
HO
S
the
wri
tten
tex
t em
plo
ys
an
acad
emic
vo
ice
that
…
• D
emo
nst
rate
s co
nfi
den
t an
d
auth
ori
tati
ve
und
erst
and
ing o
f th
e co
nte
nt
• D
emo
nst
rate
s p
erso
nal
en
gag
emen
t
wit
h t
he
con
ten
t (i
dea
s, v
alu
es,
bel
iefs
)
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
reli
able
.
• D
emo
nst
rate
s g
ener
al u
nd
erst
and
ing o
f
the
con
ten
t
• D
emo
nst
rate
s so
me
per
son
al e
ngag
emen
t
wit
h t
he
con
ten
t
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
mo
stly
rel
iab
le.
• D
emo
nst
rate
s li
ttle
or
no
un
der
stan
din
g o
f
the
con
ten
t
• D
emo
nst
rate
s li
ttle
or
no
per
son
al
engag
emen
t w
ith
th
e co
nte
nt
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
un
reli
able
.
FYE Assessment Report Appendix B, FYE Rubrics September 2012
FY
E P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 1
– U
nit
4, N
arr
ati
ve
Lit
era
cy
Wri
tin
g C
on
ven
tio
ns
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
)
RE
AD
AB
ILIT
Y
The
wri
tten
text…
• C
on
tain
s fe
w o
r n
o e
rro
rs i
n s
pel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re
• E
ffec
tiv
ely u
ses
sen
ten
ces
wit
h c
lear
sub
ject
s &
ver
bs,
par
alle
lism
, tr
ansi
tion
s
• S
ho
ws
evid
ence
of
hav
ing a
tten
ded
to
old
-new
co
ntr
act
to e
nh
ance
rea
dab
ilit
y
• U
ses
wel
l-ch
ose
n v
oca
bu
lary
fo
r an
effe
ctiv
e ac
adem
ic s
tyle
• C
on
tain
s so
me
dis
trac
tin
g e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce
stru
ctu
re, b
ut
thes
e er
rors
do
no
t in
terf
ere
wit
h c
om
pre
hen
sio
n
• I
ncl
ud
es s
ente
nce
seq
uen
ces
that
nee
d
tran
siti
on
s, p
aral
lel
stru
ctu
re,
and
/or
app
lica
tion
of
old
-new
co
ntr
act
pri
nci
ple
s
• L
arg
ely e
mp
loys
app
rop
riat
e ac
adem
ic
style
• C
on
tain
s nu
mer
ou
s d
istr
acti
ng e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce
stru
ctu
re,
som
e o
f w
hic
h i
nte
rfer
e w
ith
a
read
er’s
un
der
stan
din
g
• C
on
tain
s no
evid
ence
of
atte
nti
on
to
tran
siti
on
s, p
aral
leli
sm,
or
the
old
-new
con
trac
t
• C
on
tain
s vo
cab
ula
ry c
ho
ices
co
nfu
sin
g o
r
inap
pro
pri
ate
for
an a
cad
emic
sty
le
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Fir
st-Y
ear
En
gli
sh P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Rub
ric
for
Sco
ring
Ora
l Pr
ese
ntation
s in E
nglish
2, All U
nits
Ja
nu
ary 2
00
9
See o
ther
side f
or c
rite
ria r
elate
d t
o no
nverb
al asp
ect
s of
delive
ry.
CO
NV
EN
TIO
NS
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
) 1. R
het
ori
cal
Neg
oti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
Th
e sp
eake
r…
• E
ffec
tiv
ely c
on
vey
s p
urp
ose
of
talk
nea
r
beg
inn
ing o
f p
rese
nta
tio
n
• E
ffec
tiv
ely e
stab
lish
es e
tho
s o
f co
lleg
e
stu
den
t ex
per
t: a
uth
ori
ty a
nd
en
gag
emen
t
• E
xp
lici
tly p
rovid
es b
ackgro
und i
nfo
rma-
tio
n c
onn
ecti
ng t
o p
rio
r cl
ass
dis
cuss
ion
Lis
ten
ers
are
def
init
ely p
ersu
aded
to
con
sid
er t
he
spea
ker
’s i
dea
s.
Th
e sp
eake
r…
• S
tate
s p
urp
ose
of
talk
• C
on
tro
ls m
ater
ial
suff
icie
ntl
y t
o c
on
vey
eth
os
of
coll
ege
stu
den
t ex
per
t
• P
rovid
es s
om
e b
ackgro
un
d i
nfo
rmat
ion
wit
hin
co
nte
xt
of
clas
s d
iscu
ssio
ns
Lis
ten
ers
are
pro
bab
ly p
ersu
aded
to
con
sid
er t
he
spea
ker
’s i
dea
s.
Th
e sp
eake
r…
• V
agu
ely e
xp
ress
es p
urp
ose
of
talk
or
leav
es i
t im
pli
cit
• S
eem
s o
ver
wh
elm
ed b
y c
on
ten
t, f
aili
ng
to c
on
vey
eth
os
of
coll
ege
stu
den
t ex
per
t
• G
ives
lit
tle
atte
nti
on
to
aud
ien
ce’s
info
rmat
ion
nee
ds
or
clas
sroo
m c
on
text
Lis
ten
ers
are
no
t p
ersu
aded
to c
on
sid
er
the
text’
s id
eas.
2. O
RG
AN
IZA
TIO
N/L
OG
IC
• A
rran
gem
ent
of
info
rmat
ion
and
id
eas
engag
es a
ud
ien
ce.
• I
ntr
od
uct
ion e
ffec
tiv
ely g
rab
s li
sten
ers’
atte
nti
on
and
fo
cuse
s p
urp
ose
.
• E
ffec
tiv
ely s
tate
d m
ain
po
ints
sta
nd
ou
t.
• T
ran
siti
on
s en
han
ce t
he
org
aniz
atio
n.
• C
on
clu
sion
wra
ps
up
pu
rpo
se o
f
pre
sen
tati
on i
n s
atis
fyin
g m
ann
er.
• A
ud
ien
ce c
an f
oll
ow
pre
sen
tati
on
’s
arra
ngem
ent
of
info
rmat
ion
an
d i
dea
s.
• I
ntr
od
uct
ion i
s gen
eral
ly f
ocu
sed
on
spea
ker
’s p
urp
ose
.
• M
ain
po
ints
are
cle
ar.
• T
ran
siti
on
s ar
e cl
ear.
• C
on
clu
sion
wra
ps
up
pu
rpo
se o
f
pre
sen
tati
on a
deq
uat
ely.
• L
ogic
beh
ind a
rran
gem
ent
of
info
rmat
ion
and
id
eas
is d
iffi
cult
to
fo
llo
w.
• C
urs
ory
in
tro
du
ctio
n l
acks
focu
s in
ter
ms
of
spea
ker
’s p
urp
ose
.
• M
ain
po
ints
are
dif
ficu
lt t
o i
den
tify
.
• T
ran
siti
on
s ar
e im
pli
cit
or
mis
sin
g.
• P
rese
nta
tio
n s
top
s ra
ther
th
an c
on
clud
es;
wra
p u
p o
f p
urp
ose
is
un
clea
r o
r m
issi
ng.
3. D
EV
EL
OP
ME
NT
OF
ID
EA
S
Th
e sp
eake
r…
• E
ffec
tiv
ely e
mp
loys
reas
on
s &
evid
ence
• U
ses
evid
ence
an
d r
easo
ns
that
eff
ecti
vel
y
engag
e w
ith
au
die
nce
’s v
alu
es a
nd
bac
k-
gro
und
kn
ow
led
ge
• M
eets
tim
e re
qu
irem
ents
Th
e sp
eake
r…
• A
deq
uat
ely e
mp
loys
reas
on
s &
evid
ence
• U
ses
evid
ence
an
d r
easo
ns
that
co
nn
ect
wit
h a
ud
ien
ce’s
val
ues
an
d b
ackg
roun
d
kn
ow
led
ge
• M
eets
tim
e re
qu
irem
ents
, b
ut
rush
ed
Th
e sp
eake
r…
• E
mp
loys
fau
lty r
easo
ns
and
/or
use
s
inad
equ
ate
supp
ort
ing e
vid
ence
• D
oes
no
t u
se e
vid
ence
an
d r
easo
ns
that
con
nec
t w
ith
aud
ien
ce’s
val
ues
an
d
bac
kgro
un
d
• D
oes
n’t
mee
t ti
me
req
uir
emen
ts
4. V
ER
BA
L D
EL
IVE
RY
• V
oca
bu
lary
is
wel
l ch
ose
n f
or
a cl
assr
oo
m
talk
.
• L
angu
age
is a
rtic
ula
ted
wel
l.
• C
on
ten
t em
anat
es f
rom
sp
eaker
’s
kn
ow
led
ge—
talk
is
no
t m
emo
rize
d o
r re
ad i
n
sen
ten
ces
fro
m n
ote
s.
• S
ente
nce
str
uct
ure
en
han
ces
list
ener
s’
com
pre
hen
sio
n—
pre
sen
tati
on
app
ears
to
hav
e b
een
wri
tten
/pla
nn
ed t
o b
e hea
rd.
• S
pea
ker
eff
ecti
vel
y m
od
ula
tes
vo
ice
vo
lum
e as
nee
ded
.
• S
pea
ker
eff
ecti
vel
y m
od
ula
tes
rate
of
spea
kin
g.
• S
pea
ker
co
nvey
s an
eff
ecti
ve
level
of
enth
usi
asm
.
• W
ord
ch
oic
es a
re a
pp
rop
riat
e fo
r a
clas
sro
om
tal
k.
• L
angu
age
is g
ener
ally
cle
arly
sp
oken
.
• S
pea
ker
ap
pea
rs u
nce
rtai
n a
t ti
mes
,
over
ly r
elia
nt
on n
ote
s o
r m
emo
riza
tio
n.
• S
ente
nce
str
uct
ure
do
es n
ot
inte
rfer
e
wit
h l
iste
ner
s’ c
om
pre
hen
sio
n b
ut
do
es
no
t ap
pea
r to
hav
e b
een
wri
tten
/pla
nn
ed
for
list
enin
g a
udie
nce
.
• S
pea
ker
ap
pro
pri
atel
y m
od
ula
tes
vo
ice
vo
lum
e as
nee
ded
.
• S
pea
ker
ap
pro
pri
atel
y m
od
ula
tes
rate
of
spea
kin
g.
• S
pea
ker
co
nvey
s a
gen
eral
ly a
pp
rop
riat
e
level
of
enth
usi
asm
.
• S
om
e vo
cab
ula
ry c
ho
ices
are
co
nfu
sin
g
or
inap
pro
pri
ate
for
a cl
assr
oo
m t
alk.
• L
angu
age
is t
oo
fre
qu
entl
y u
ncl
ear.
• T
alk i
s m
emo
rized
or
pri
mar
ily r
ead
,
mak
ing s
pea
ker
dis
tan
t fr
om
co
nte
nt
and
aud
ien
ce.
• S
ente
nce
str
uct
ure
in
terf
eres
wit
h
list
ener
s’ c
om
pre
hen
sio
n, ta
lk a
pp
ears
to
hav
e b
een
wri
tten
/pla
nn
ed t
o b
e re
ad.
• S
pea
ker
do
es n
ot
mo
du
late
vo
ice
vo
lum
e
as n
eed
ed.
• S
pea
ker
do
es n
ot
mo
du
late
sp
eed
of
pre
sen
tati
on a
s n
eed
ed.
• S
pea
ker
do
es n
ot
con
vey
an
ap
pro
pri
ate
level
of
enth
usi
asm
.
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Jan
uar
y 2
00
9
5. N
ON
VE
RB
AL
DE
LIV
ER
Y
• S
pea
ker
’s p
ost
ure
, ges
ture
s, a
nd
fac
ial
exp
ress
ion
s en
han
ce d
eliv
ery.
• S
pea
ker
mak
es e
ffec
tiv
e ey
e co
nta
ct w
ith
aud
ien
ce m
emb
ers.
• S
pea
ker
’s a
ttir
e is
ap
pro
pri
ate
and
pro
fess
ion
al.
• S
pea
ker
eff
ecti
vel
y h
and
les
no
tes,
Po
wer
Po
int,
oth
er p
rop
s.
• S
pea
ker
’s p
ost
ure
, ges
ture
s, a
nd
fac
ial
exp
ress
ion
s d
o n
ot
inte
rfer
e w
ith
eff
ecti
ve
del
iver
y.
• S
pea
ker
lo
oks
at a
ud
ien
ce m
ore
th
an a
t
no
tes.
• S
pea
ker
’s a
ttir
e is
ap
pro
pri
ate
and
pro
fess
ion
al.
• S
pea
ker
is
no
t o
ver
ly d
epen
den
t o
n
no
tes,
Po
wer
Po
int,
oth
er p
rop
s.
• S
pea
ker
’s p
ost
ure
, ges
ture
s, a
nd
/or
faci
al
exp
ress
ion
s ar
e d
istr
acti
ng e
nou
gh
to
inte
rfer
e w
ith
eff
ecti
ve
del
iver
y.
• S
pea
ker
lo
oks
at n
ote
s m
ore
th
an a
t
aud
ien
ce.
• S
pea
ker
’s a
ttir
e is
in
app
rop
riat
e o
r
un
pro
fess
ion
al.
• S
pea
ker
is
over
ly d
epen
den
t on n
ote
s,
Po
wer
Po
int,
oth
er p
rop
s.
Not
e: Ind
ivid
ual in
stru
ctor
s m
ay w
ish t
o ad
d a
six
th lin
e
of c
rite
ria
rela
ted t
o vi
sual
aid
s fo
r or
al p
rese
ntat
ions
; in
deed,
if y
ou a
re r
equ
irin
g st
udent
s to
use
pre
sent
atio
n so
ftw
are
dur
ing
their
tal
ks
and y
ou a
re t
eac
hin
g th
em
how
to
use it
eff
ect
ively
, yo
u ar
e a
dvi
sed t
o est
ablish
gra
din
g st
andar
ds
for
this
asp
ect
of
the p
rese
ntat
ions
.
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Fir
st-Y
ear
En
gli
sh P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 2
– U
nit
1, V
isu
al
Lit
era
cy
Jan
uar
y 2
00
9
WR
ITIN
G C
ON
VE
NT
ION
S
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
) R
het
ori
cal
Neg
oti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
Th
e w
ritt
en t
ext…
• E
ffec
tiv
ely e
xp
ress
es v
ia i
ntr
odu
ctio
n &
thes
is s
tate
men
t as
sign
ed p
urp
ose
to
anal
yze
an
d i
nte
rpre
t th
e rh
eto
rica
l im
pac
t
of
nar
rati
ve
and
cu
ltura
l el
emen
ts i
n t
wo
vis
ual
tex
ts w
/ “c
om
mo
n d
eno
min
ato
r”
• E
ffec
tiv
ely s
ho
ws
ho
w a
nal
yzi
ng t
he
two
vis
ual
s to
get
her
rev
eals
cu
ltu
ral
and
nar
rati
ve
dim
ensi
on
s an
d r
het
ori
cal
pu
rpo
ses
of
each
• E
ffec
tiv
ely a
dd
ress
es c
lass
an
d t
each
er
w/i
n c
om
mo
n c
on
ver
sati
on
ab
ou
t vis
ual
rhet
ori
c an
d n
arra
tive
Rea
der
s ar
e d
efin
itel
y p
ersu
aded
to
con
sid
er t
he
stud
ent’
s id
eas.
• E
xp
ress
es i
n i
ntr
odu
ctio
n a
nd
/or
thes
is
stat
emen
t as
sign
ed p
urp
ose
to
an
alyze
an
d
inte
rpre
t th
e rh
eto
rica
l im
pac
t o
f n
arra
tive
and
cu
ltu
ral
elem
ents
in
tw
o v
isu
al t
exts
• C
on
nec
ts r
het
ori
cal
effe
ct o
f n
arra
tive
and
cult
ura
l el
emen
ts i
n o
ne
text
to t
ho
se o
f th
e
oth
er
• A
dd
ress
es c
lass
an
d t
each
er a
s p
art
of
com
mo
n c
on
ver
sati
on
ab
ou
t vis
ual
rh
eto
ric
and
nar
rati
ve
Rea
der
s ar
e p
rob
ably
per
suad
ed t
o
con
sid
er t
he
stud
ent’
s id
eas.
• V
agu
ely e
xp
ress
es a
ssig
ned
pu
rpo
se t
o
anal
yze
an
d i
nte
rpre
t th
e rh
eto
rica
l im
pac
t
of
nar
rati
ve
and
cu
ltura
l el
emen
ts i
n t
wo
vis
ual
tex
ts—
thes
is u
ncl
ear,
mis
sin
g,
or
pu
rely
des
crip
tive
• I
gn
ore
s o
r in
adeq
uat
ely d
evel
op
s
rhet
ori
cal
effe
ct o
f n
arra
tive
& c
ult
ura
l
elem
ents
; d
iscu
ssio
n r
elie
s p
rim
aril
y o
n
form
al d
escr
ipti
on
of
the
vis
ual
tex
ts
• G
ives
lit
tle
atte
nti
on
to c
on
ver
sati
on a
nd
exp
erie
nce
sh
ared
wit
h a
ud
ien
ce
Rea
der
s ar
e n
ot
per
suad
ed t
o c
on
sid
er
the
text’
s id
eas.
OR
GA
NIZ
AT
ION
/LO
GIC
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• E
mp
loys
thes
is s
tate
men
t th
at r
esp
ond
s
spec
ific
ally
to
th
e in
terp
reti
ve
assi
gn
men
t,
focu
ses
the
pap
er,
and
fo
reca
sts
pap
er’s
org
aniz
atio
n
• E
mp
loys
logic
al a
rran
gem
ent
of
¶s
• E
mp
loys
logic
al a
rran
gem
ent
of
idea
s
wit
hin
par
agra
ph
s
• E
mp
loys
effe
ctiv
e in
trod
uct
ion
an
d c
on
-
clu
sio
n,
wh
ich
mo
ves
bey
on
d s
um
mar
y
Th
e o
rgan
izat
ion
al l
ogic
en
han
ces
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• E
mp
loys
thes
is s
tate
men
t th
at c
on
nec
ts
wit
h t
he
inte
rpre
tive
assi
gn
men
t, p
rovid
es
focu
s, a
nd
su
gges
ts a
n o
rgan
izat
ion
al l
ogic
for
the
pap
er
• E
mp
loys
clea
r ar
ran
gem
ent
of
¶s
• E
mp
loys
clea
r ar
ran
gem
ent
of
idea
s
wit
hin
mo
st p
arag
rap
hs
• E
mp
loys
a cl
ear
intr
odu
ctio
n a
nd
con
clu
sio
n
Th
e o
rgan
izat
ion
al l
ogic
ass
ists
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• L
acks
thes
is s
tate
men
t co
nn
ecti
ng t
o t
he
inte
rpre
tive
assi
gn
men
t, o
r la
cks
focu
s
that
co
nn
ects
to b
od
y o
f th
e p
aper
• E
mp
loys
con
fusi
ng a
rran
gem
ent
of
¶s
• E
mp
loys
con
fusi
ng a
rran
gem
ent
of
idea
s w
ith
in m
ost
par
agra
ph
s
• E
mp
loys
form
ula
ic i
ntr
odu
ctio
n a
nd
con
clu
sio
n d
isco
nn
ecte
d f
rom
in
terp
reti
ve
pu
rpo
se o
f th
e p
aper
Org
aniz
atio
n p
rob
lem
s m
ake
it d
iffi
-
cult
fo
r re
ader
to
und
erst
and t
ext’
s id
eas.
D
EV
EL
OP
ME
NT
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• E
ffec
tiv
ely d
evel
op
s b
od
y p
arag
rap
hs
cen
tere
d o
n w
rite
r’s
ow
n g
ener
al p
oin
ts,
wh
ich
ser
ve
as r
easo
ns
sup
po
rtin
g t
he
thes
is
• E
ffec
tiv
ely s
up
po
rts/
dev
elo
ps
thes
e
po
ints
wit
h d
etai
ls a
bo
ut
the
vis
ual
tex
ts
der
ived
fro
m p
erso
nal
ob
serv
atio
n,
idea
s
in s
ou
rce
texts
, an
d e
xte
rnal
res
earc
h
• A
deq
uat
ely c
ente
rs b
od
y p
arag
rap
hs
on
stat
emen
ts o
f w
rite
r’s
ow
n g
ener
al p
oin
ts,
wh
ich
su
ppo
rt t
he
thes
is
• A
deq
uat
ely s
up
po
rts/
dev
elo
ps
thes
e
po
ints
wit
h d
etai
ls a
bo
ut
the
vis
ual
tex
ts
der
ived
fro
m p
erso
nal
ob
serv
atio
n,
idea
s in
sou
rce
texts
, an
d e
xte
rnal
res
earc
h
• S
tate
s gen
eral
po
ints
th
at a
re v
agu
e,
con
fusi
ng,
or
un
rela
ted t
o t
hes
is;
or
pre
-
sen
ts p
arag
rap
hs
wit
ho
ut
po
int
sen
ten
ces
• P
rese
nts
det
ails
th
at f
un
ctio
n a
s
des
crip
tion
or
sum
mar
y,
bu
t n
ot
as
evid
ence
• O
r p
rovid
es t
oo f
ew s
up
po
rtin
g d
etai
ls
• O
mit
s o
r u
ses
con
fusi
ng ¶
bre
aks
WR
ITE
R’S
ET
HO
S
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t em
plo
ys a
text
ua
l vo
ice
tha
t…
• D
emo
nst
rate
s co
nfi
den
t, a
uth
ori
tati
ve
un
der
stan
din
g o
f th
e as
sign
ed i
nte
rpre
tive
pu
rpo
se a
nd c
onte
nt
• D
emo
nst
rate
s p
erso
nal
en
gag
emen
t
wit
h p
urp
ose
& c
on
ten
t (v
ia t
he
wri
ter’
s
idea
s, i
nsi
gh
ts,
val
ues
, b
elie
fs)
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
tru
stw
ort
hy.
• D
emo
nst
rate
s g
ener
al u
nd
erst
and
ing o
f
the
assi
gn
ed i
nte
rpre
tive
pu
rpo
se a
nd
con
ten
t
• D
emo
nst
rate
s so
me
per
son
al e
ngag
emen
t
wit
h p
urp
ose
& c
on
ten
t (v
ia t
he
wri
ter’
s
idea
s, i
nsi
gh
ts,
val
ues
, b
elie
fs)
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
mo
stly
tru
stw
ort
hy.
• D
emo
nst
rate
s li
ttle
or
no
un
der
stan
din
g
of
the
assi
gn
ed i
nte
rpre
tive
pu
rpose
an
d
con
ten
t
• D
emo
nst
rate
s li
ttle
or
no
per
son
al
engag
emen
t w
ith
pu
rpo
se a
nd c
on
ten
t
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
un
tru
stw
ort
hy o
r u
nco
nvin
cin
g
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Fir
st-Y
ear
En
gli
sh P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 2
– U
nit
1, V
isu
al
Lit
era
cy
Jan
uar
y 2
00
9
RE
AD
AB
ILIT
Y
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• C
on
tain
s fe
w o
r n
o e
rro
rs i
n s
pel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re
• E
ffec
tiv
ely u
ses
sen
ten
ces
wit
h c
lear
sub
ject
s &
ver
bs,
par
alle
lism
, tr
ansi
tion
s
• S
ho
ws
evid
ence
of
hav
ing a
tten
ded
to
old
-new
co
ntr
act
to e
nh
ance
rea
dab
ilit
y
• U
ses
wel
l-ch
ose
n v
oca
bu
lary
fo
r an
effe
ctiv
e st
yle
• C
on
tain
s so
me
dis
trac
tin
g e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce
stru
ctu
re, b
ut
thes
e er
rors
do
no
t in
terf
ere
wit
h c
om
pre
hen
sio
n
• N
eed
s cl
eare
r su
bje
ct-v
erb
seq
uen
ces,
par
alle
l st
ruct
ure
s, o
r ex
pli
cit
tran
siti
on
s to
enh
ance
cla
rity
• N
eed
s ap
pli
cati
on
of
old
-new
co
ntr
act
pri
nci
ple
s to
en
han
ce r
ead
abil
ity
• L
arg
ely e
mp
loys
app
rop
riat
e ac
adem
ic
style
• C
on
tain
s nu
mer
ou
s d
istr
acti
ng e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce s
tru
ctu
re,
som
e o
f w
hic
h
inte
rfer
e w
ith
a r
ead
er’s
un
der
stan
din
g
• C
on
tain
s li
ttle
or
evid
ence
of
atte
nti
on
to s
ub
ject
-ver
b s
equ
ence
, p
aral
leli
sm,
tran
siti
on
s, o
r th
e o
ld-n
ew c
on
trac
t to
enh
ance
cla
rity
an
d r
ead
abil
ity
• C
on
tain
s vo
cab
ula
ry c
ho
ices
co
nfu
sin
g
or
inap
pro
pri
ate
for
an a
cad
emic
sty
le
INF
OR
MA
TIO
N L
ITE
RA
CY
G
iven
th
e p
urp
ose
an
d a
ud
ience
,
the
wri
tten
tex
t…
• E
ffec
tiv
ely a
dd
ress
es n
eed
fo
r
info
rmat
ion
fr
exte
rnal
so
urc
es
• E
ffec
tiv
ely e
mp
loys
rhet
ori
cal
anal
ysi
s
in d
iscu
ssio
n o
f al
l te
xts
• P
rovid
es c
lear
att
ribu
tive
ph
rase
s an
d
effe
ctiv
ely c
red
its
sou
rces
via
co
nsi
sten
t
inte
rnal
AP
A s
tyle
par
enth
etic
al c
itat
ion
s
• P
rese
nts
tho
rou
gh
and
acc
ura
te A
PA
refe
ren
ces
list
wit
h f
ew o
r n
o e
rrors
• E
ffec
tiv
ely p
rese
nts
th
e vis
ual
tex
ts
un
der
dis
cuss
ion
wit
h c
on
ven
tional
AP
A
form
at a
nd
cap
tion
s fo
r vis
ual
fig
ure
s
• A
dd
ress
es n
eed
fo
r in
form
atio
n f
rom
exte
rnal
so
urc
es
• D
evo
tes
som
e at
ten
tio
n t
o r
het
ori
cal
anal
ysi
s in
dis
cuss
ion
of
texts
• P
rovid
es a
ttri
bu
tio
n a
nd c
red
its
sou
rces
via
in
tern
al A
PA
sty
le p
aren
thet
ical
cit
atio
n
wit
h o
nly
a f
ew i
nco
nsi
sten
cies
or
erro
rs
• P
rese
nts
co
mp
eten
t A
PA
ref
eren
ces
list
wit
h f
orm
at e
rro
rs o
nly
, n
o c
on
ten
t er
rors
• I
ncl
ud
es t
he
vis
ual
tex
ts u
nd
er d
iscu
ssio
n
bu
t w
itho
ut
goo
d A
PA
fo
rmat
an
d c
apti
on
s
for
vis
ual
fig
ure
s
• I
nad
equ
atel
y a
dd
ress
es n
eed
fo
r
info
rmat
ion
fro
m e
xte
rnal
so
urc
es
• I
ncl
ud
es l
ittl
e o
r no
att
enti
on
to
rhet
ori
cal
anal
ysi
s in
dis
cuss
ion
of
texts
• I
ncl
ud
es t
oo
few
att
rib
uti
ve
ph
rase
s an
d
use
s fe
w o
r u
ncl
ear
AP
A c
itat
ion
s
• P
rese
nts
in
com
ple
te o
r in
corr
ectl
y
form
atte
d A
PA
ref
eren
ces
list
• I
ncl
ud
es t
he
vis
ual
tex
ts u
nd
er
dis
cuss
ion w
ith
out
atte
nti
on t
o A
PA
form
atti
ng,
or
fail
s to
in
clu
de
them
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Fir
st-Y
ear
En
gli
sh P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 2
– U
nit
2, N
ews
Lit
era
cy
Jan
uar
y 2
00
9
WR
ITIN
G C
ON
VE
NT
ION
S
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
) R
het
ori
cal
Neg
oti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
Th
e w
ritt
en t
ext…
• E
ffec
tiv
ely e
xp
ress
es v
ia i
ntr
odu
ctio
n &
thes
is s
tate
men
t th
e as
sign
ed p
urp
ose
of
eval
uat
ing c
over
age
of
an e
ven
t b
y m
ult
iple
U.S
. &
inte
rnat
ion
al n
ews
med
ia
• E
ffec
tiv
ely d
evel
op
s th
e ar
gu
men
t b
y
app
lyin
g c
lear
ly a
rtic
ula
ted
eval
uat
ive
crit
eria
bas
ed o
n t
he
un
it’s
rea
din
gs
abo
ut
go
od
qu
alit
y j
ou
rnal
ism
• E
ffec
tiv
ely y
et b
riefl
y p
rovid
es n
eed
ed
con
textu
al i
nfo
rmat
ion
re
the
even
t an
d t
he
new
s so
urc
es u
nd
er d
iscu
ssio
n
• E
ffec
tiv
ely a
dd
ress
es c
lass
an
d t
each
er
w/i
n c
om
mo
n c
on
ver
sati
on
ab
ou
t th
e
reli
abil
ity o
f n
ews
rep
ort
s
Rea
der
s ar
e d
efin
itel
y p
ersu
aded
to
con
sid
er t
he
stud
ent’
s id
eas.
• E
xp
ress
es i
n i
ntr
odu
ctio
n a
nd
/or
thes
is
stat
emen
t th
e as
sign
ed p
urp
ose
of
eval
u-
atin
g c
over
age
of
an e
ven
t b
y m
ult
iple
U.S
.
and
in
tern
atio
nal
new
s m
edia
• D
evel
op
s th
e ar
gu
men
t b
y a
pp
lyin
g
exp
lici
t ev
alu
ativ
e cr
iter
ia b
ased
on
th
e
un
it’s
rea
din
gs
abou
t goo
d q
ual
ity
jou
rnal
ism
• P
rovid
es n
eed
ed c
on
textu
al i
nfo
rmat
ion
regar
din
g t
he
even
t an
d t
he
new
s so
urc
es
un
der
dis
cuss
ion
• A
dd
ress
es c
lass
an
d t
each
er a
s p
art
of
com
mo
n c
on
ver
sati
on
ab
ou
t th
e re
liab
ilit
y
of
new
s re
po
rts
Rea
der
s ar
e p
rob
ably
per
suad
ed t
o
con
sid
er t
he
stud
ent’
s id
eas.
• V
agu
ely e
xp
ress
es t
he
assi
gn
ed p
urp
ose
of
eval
uat
ing c
over
age
of
an e
ven
t b
y m
ult
iple
U.S
. an
d i
nte
rnat
ion
al n
ews
med
ia—
thes
is
per
hap
s un
clea
r, m
issi
ng,
or
pu
rely
des
crip
tive
• U
ses
vag
uel
y e
xp
ress
ed o
r o
ver
ly
gen
eral
ized
eval
uat
ive
crit
eria
wit
h m
inim
al
refe
ren
ce t
o t
he
un
it’s
rea
din
gs
• P
rovid
es i
nad
equ
ate
con
textu
al
info
rmat
ion
reg
ard
ing t
he
even
t an
d n
ews
sou
rces
und
er d
iscu
ssio
n O
R d
evo
tes
too
mu
ch s
pac
e to
su
mm
ariz
ing t
he
even
t
• G
ives
to
o l
ittl
e at
ten
tio
n t
o u
nit
rea
din
gs
and
dis
cuss
ion r
e jo
urn
alis
tic
reli
abil
ity
Rea
der
s ar
e n
ot
per
suad
ed t
o c
on
sid
er
the
text’
s id
eas.
OR
GA
NIZ
AT
ION
/LO
GIC
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
, th
e w
ritt
en t
ext…
• E
ffec
tiv
ely e
mp
loys
thes
is s
tate
men
t th
at
mak
es a
n e
val
uat
ive
clai
m a
bo
ut
the
qu
alit
y
of
cover
age
acro
ss m
edia
ou
tlet
s an
d
ind
icat
es c
rite
ria
use
d f
or
the
eval
uat
ion
• E
mp
loys
logic
al a
rran
gem
ent
of
¶s
• E
mp
loys
logic
al a
rran
gem
ent
of
idea
s
wit
hin
par
agra
ph
s
• E
mp
loys
effe
ctiv
e in
trod
uct
ion
an
d c
on
-
clu
sio
n,
wh
ich
mo
ves
bey
on
d s
um
mar
y
Th
e o
rgan
izat
ion
al l
ogic
en
han
ces
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• P
rese
nts
th
esis
sta
tem
ent
wit
h e
val
uat
ive
clai
m a
bo
ut
qu
alit
y o
f co
ver
age
acro
ss
med
ia o
utl
ets
and
in
dic
ates
cri
teri
a u
sed
fo
r
the
eval
uat
ion
• E
mp
loys
clea
r ar
ran
gem
ent
of
¶s
• E
mp
loys
clea
r ar
ran
gem
ent
of
idea
s
wit
hin
mo
st p
arag
rap
hs
• E
mp
loys
a cl
ear
intr
odu
ctio
n a
nd
con
clu
sio
n, w
hic
h m
oves
bey
on
d s
um
mar
y
Th
e o
rgan
izat
ion
al l
ogic
ass
ists
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• L
acks
thes
is s
tate
men
t co
nn
ecti
ng t
o t
he
eval
uat
ive
assi
gn
men
t, a
nd
/or
pre
sen
ts t
hes
is
that
neg
lect
s to
in
dic
ate
crit
eria
use
d f
or
the
eval
uat
ion
• E
mp
loys
con
fusi
ng a
rran
gem
ent
of
¶s
• E
mp
loys
con
fusi
ng a
rran
gem
ent
of
idea
s
wit
hin
mo
st p
arag
rap
hs
• E
mp
loys
form
ula
ic i
ntr
odu
ctio
n a
nd
con
clu
sio
n d
isco
nn
ecte
d f
rom
ev
alu
ativ
e
pu
rpo
se o
f th
e p
aper
Org
aniz
atio
n p
rob
lem
s m
ake
it d
iffi
-cu
lt
for
read
er t
o u
nd
erst
and
tex
t’s
idea
s.
Rem
aini
ng t
hre
e c
ateg
orie
s ar
e o
n op
posi
te s
ide/n
ext
page
:
Deve
lopm
ent
, R
ead
abili
ty, Inf
orm
atio
n Lit
era
cy
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Jan
uar
y 2
00
9
WR
ITIN
G C
ON
VE
NT
ION
S
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
) D
EV
EL
OP
ME
NT
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• E
ffec
tiv
ely s
up
po
rts
thes
is c
laim
wit
h
bo
dy p
arag
rap
hs
exp
lain
ing t
he
crit
eria
-
mat
ch p
roce
ss t
he
wri
ter
is u
sin
g t
o
eval
uat
e th
e n
ews
rep
ort
s u
nd
er
dis
cuss
ion:
See
fra
mew
ork
on
AB
GW
43
9
• E
ffec
tiv
ely d
evel
op
s b
od
y p
arag
rap
hs
fro
m c
lear
po
int
sen
ten
ces
that
sta
te
wri
ter’
s re
aso
nin
g i
n w
rite
r’s
ow
n w
ord
s
• E
ffec
tiv
ely u
ses
sum
mar
y,
par
aph
rase
,
and
qu
ota
tion
to
pre
sen
t d
etai
led
evid
ence
illu
stra
tin
g a
nd
ela
bo
rati
ng u
po
n t
he
wri
ter’
s cr
iter
ia-m
atch
po
ints
• E
ffec
tiv
ely s
um
mar
izes
an
d r
esp
ond
s to
anti
cip
ated
ob
ject
ion
s to
cri
teri
a or
mat
ches
• A
deq
uat
ely s
up
po
rts
thes
is c
laim
wit
h
bo
dy p
arag
rap
hs
exp
lain
ing t
he
crit
eria
-
mat
ch p
roce
ss t
he
wri
ter
is u
sin
g t
o
eval
uat
e th
e n
ews
rep
ort
s u
nd
er
dis
cuss
ion:
See
fra
mew
ork
on
AB
GW
43
9
• A
deq
uat
ely d
evel
op
s b
od
y p
arag
rap
hs
fro
m c
lear
po
int
sen
ten
ces
that
sta
te
wri
ter’
s re
aso
nin
g i
n w
rite
r’s
ow
n w
ord
s
• A
deq
uat
ely u
ses
sum
mar
y,
par
aph
rase
,
and
qu
ota
tion
to
pre
sen
t d
etai
led
evid
ence
illu
stra
tin
g a
nd
ela
bo
rati
ng u
po
n t
he
wri
ter’
s cr
iter
ia-m
atch
po
ints
• A
deq
uat
ely s
um
mar
izes
an
d r
esp
ond
s to
anti
cip
ated
ob
ject
ion
s to
cri
teri
a or
mat
ches
• L
acks
sup
po
rt f
or
thes
is c
laim
bec
ause
bo
dy p
arag
rap
hs
do n
ot
adeq
uat
ely e
xp
lain
the
crit
eria
-mat
ch p
roce
ss t
he
wri
ter
is u
sin
g
to e
val
uat
e th
e n
ews
rep
ort
s un
der
dis
cuss
ion
:
See
fra
mew
ork
on
AB
GW
43
9
• P
rese
nts
bod
y p
arag
rap
hs
wit
ho
ut
clea
r
po
int
sen
ten
ces
stat
ing w
rite
r’s
reas
on
ing i
n
wri
ter’
s o
wn
wo
rds
• L
acks
adeq
uat
e ev
iden
ce t
o i
llust
rate
an
d
elab
ora
te u
po
n w
rite
r’s
crit
eria
-mat
ch p
oin
ts;
det
ails
too
fre
qu
entl
y f
un
ctio
n a
s d
escr
ipti
on
or
sum
mar
y,
no
t ev
iden
ce
• L
acks
adeq
uat
e su
mm
ary o
r re
spo
nse
to
anti
cip
ated
ob
ject
ion
s to
cri
teri
a or
mat
ches
• O
mit
s o
r u
ses
con
fusi
ng ¶
bre
aks
WR
ITE
R’S
ET
HO
S
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t em
plo
ys a
text
ua
l vo
ice
tha
t…
• D
emo
nst
rate
s co
nfi
den
t, a
uth
ori
tati
ve
un
der
stan
din
g o
f th
e as
sign
ed e
val
uat
ive
pu
rpo
se a
nd c
onte
nt
• D
emo
nst
rate
s p
erso
nal
en
gag
emen
t
wit
h p
urp
ose
& c
on
ten
t (v
ia t
he
wri
ter’
s
idea
s, i
nsi
gh
ts,
val
ues
, b
elie
fs)
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
tru
stw
ort
hy.
• D
emo
nst
rate
s g
ener
al u
nd
erst
and
ing o
f
the
assi
gn
ed e
val
uat
ive
pu
rpo
se a
nd
con
ten
t
• D
emo
nst
rate
s so
me
per
son
al
engag
emen
t w
ith
pu
rpo
se &
co
nte
nt
(via
the
wri
ter’
s id
eas,
in
sigh
ts,
val
ues
, b
eli
efs)
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
mo
stly
tru
stw
ort
hy.
• D
emo
nst
rate
s li
ttle
or
no
un
der
stan
din
g o
f
the
assi
gn
ed e
val
uat
ive
pu
rpo
se a
nd
con
ten
t
• D
emo
nst
rate
s li
ttle
or
no
per
son
al
engag
emen
t w
ith
pu
rpo
se a
nd c
on
ten
t (v
ia
the
wri
ter’
s id
eas,
in
sigh
ts,
val
ues
, b
eli
efs)
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
un
tru
stw
ort
hy o
r u
nco
nvin
cin
g.
RE
AD
AB
ILIT
Y
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• C
on
tain
s fe
w o
r n
o e
rro
rs i
n s
pel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re
• E
ffec
tiv
ely u
ses
sen
ten
ces
wit
h c
lear
sub
ject
s &
ver
bs,
par
alle
lism
, &
tran
siti
on
s
• S
ho
ws
evid
ence
of
hav
ing a
tten
ded
to
old
-new
co
ntr
act
to e
nh
ance
rea
dab
ilit
y
• U
ses
wel
l-ch
ose
n v
oca
bu
lary
fo
r an
effe
ctiv
e ac
adem
ic s
tyle
• C
on
tain
s so
me
dis
trac
tin
g e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce s
tru
ctu
re, b
ut
they
do
not
inte
rfer
e w
ith
a r
ead
er’s
un
der
stan
din
g
• N
eed
s cl
eare
r su
bje
ct-v
erb
seq
uen
ces,
par
alle
l st
ruct
ure
s, o
r ex
pli
cit
tran
siti
on
s to
enh
ance
cla
rity
• N
eed
s ap
pli
cati
on
of
old
-new
co
ntr
act
pri
nci
ple
s to
en
han
ce r
ead
abil
ity
• L
arg
ely e
mp
loys
app
rop
riat
e ac
adem
ic
vo
cab
ula
ry
• C
on
tain
s nu
mer
ou
s d
istr
acti
ng e
rro
rs i
n
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, or
sen
ten
ce
stru
ctu
re,
som
e o
f w
hic
h i
nte
rfer
e w
ith
a
read
er’s
un
der
stan
din
g
• C
on
tain
s li
ttle
or
evid
ence
of
atte
nti
on
to
sub
ject
-ver
b s
equ
ence
, p
aral
leli
sm,
or
tran
siti
on
s
• C
on
tain
s li
ttle
or
evid
ence
of
atte
nti
on
to
the
old
-new
co
ntr
act
• C
on
tain
s vo
cab
ula
ry c
ho
ices
co
nfu
sin
g o
r
inap
pro
pri
ate
for
an a
cad
emic
sty
le
INF
OR
MA
TIO
N L
ITE
RA
CY
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• H
as e
ffec
tivel
y c
ho
sen
new
s so
urc
es t
hat
fit
gu
idel
ines
in
unit
ass
ign
men
t
• P
rovid
es a
cces
s to
all
fiv
e n
ews
sou
rces
via
th
e W
eb o
r cl
earl
y l
abel
ed p
aper
co
py
in p
ort
foli
o
• E
ffec
tiv
ely e
mp
loys
rhet
ori
cal
anal
ysi
s
in d
iscu
ssio
n o
f te
xts
• P
rovid
es c
lear
, ac
cura
te a
ttri
buti
on
an
d
effe
ctiv
ely c
red
its
sou
rces
via
co
nsi
sten
t
inte
rnal
AP
A s
tyle
par
enth
etic
al c
itat
ion
s
• P
rese
nts
tho
rou
gh
and
acc
ura
te A
PA
refe
ren
ces
list
wit
h f
ew o
r n
o e
rrors
• H
as c
ho
sen
new
s so
urc
es a
deq
uat
e fo
r
un
it a
ssig
nm
ent
• P
rovid
es a
cces
s to
all
fiv
e n
ews
sou
rces
via
th
e W
eb o
r cl
earl
y l
abel
ed p
aper
co
py
in p
ort
foli
o
• D
evo
tes
som
e at
ten
tio
n t
o r
het
ori
cal
anal
ysi
s in
dis
cuss
ion
of
texts
• P
rovid
es a
ttri
bu
tio
n a
nd c
red
its
sou
rces
via
in
tern
al A
PA
sty
le p
aren
thet
ical
cita
tio
n w
ith
few
in
con
sist
enci
es o
r er
rors
• P
rese
nts
co
mp
eten
t A
PA
ref
eren
ces
list
wit
h f
orm
at e
rro
rs o
nly
, n
o c
on
ten
t er
rors
• H
as c
ho
sen
new
s so
urc
es i
nad
equ
ate
for
a
com
pet
ent
app
roac
h t
o t
he
assi
gn
men
t
• D
oes
no
t p
rovid
e ad
equ
ate
acce
ss t
o a
ll
fiv
e n
ews
sou
rces
via
Web
or
clea
rly l
abel
ed
pap
er c
op
y i
n p
ort
foli
o
• I
ncl
ud
es l
ittl
e o
r no
att
enti
on
to r
het
ori
cal
anal
ysi
s in
dis
cuss
ion
of
texts
• I
ncl
ud
es t
oo
few
att
rib
uti
ve
ph
rase
s an
d/o
r
use
s to
o f
ew,
un
clea
r, i
nco
nsi
sten
t, o
r
inac
cura
te A
PA
sty
le p
aren
thet
ical
cit
atio
ns
• P
rese
nts
in
com
ple
te,
inco
rrec
tly f
orm
atte
d,
or
inac
cura
te A
PA
ref
eren
ces
list
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Fir
st-Y
ear
En
gli
sh P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 2
– U
nit
3, C
ivic
Lit
era
cy
Jan
uar
y 2
00
9
WR
ITIN
G C
ON
VE
NT
ION
S
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
) R
het
ori
cal
Neg
oti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
Th
e w
ritt
en t
ext…
• E
ffec
tiv
ely e
stab
lish
es a
so
cial
iss
ue
as
a rh
eto
rica
l p
roble
m
• E
ffec
tiv
ely s
tate
s it
s p
urp
ose
/thes
is a
t
the
end o
r th
e b
egin
nin
g o
f th
e es
say
• E
ffec
tiv
ely a
dd
ress
es g
ener
al a
ud
ien
ce
of
New
swee
k “M
y T
urn
” re
ader
s
Rea
der
s ar
e d
efin
itel
y p
ersu
aded
to
con
sid
er t
he
text’
s id
eas.
• E
stab
lish
es a
so
cial
iss
ue
as a
rh
eto
rica
l
pro
ble
m
• S
tate
s it
s p
urp
ose
/th
esis
at
the
end
or
the
beg
inn
ing e
ssay
• A
dd
ress
es g
ener
al a
ud
ien
ce o
f
New
swee
k “M
y T
urn
” re
ader
s
Rea
der
s ar
e p
rob
ably
per
suad
ed t
o
con
sid
er t
he
text’
s id
eas.
• D
oes
no
t es
tab
lish
a s
oci
al i
ssue
as a
rhet
ori
cal
pro
ble
m
• V
agu
ely s
tate
s it
s p
urp
ose
/th
esis
• G
ives
lit
tle
atte
nti
on
to
aud
ien
ce
Rea
der
s ar
e n
ot
per
suad
ed t
o c
on
sid
er
the
text’
s id
eas.
OR
GA
NIZ
AT
ION
/LO
GIC
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• E
ffec
tiv
ely e
mp
loys
gen
re c
on
ven
tion
s
of
crea
tive
no
n-f
icti
on
• E
ffec
tiv
ely o
rgan
izes
¶s
• E
ffec
tiv
e o
rgan
izes
id
eas
wit
hin
eac
h ¶
• E
ffec
tiv
ely i
ntr
odu
ces
and
con
clu
des
the
essa
y,
avo
idin
g a
su
mm
ary c
on
clu
sion
Th
e o
rgan
izat
ion
al l
ogic
en
han
ces
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• C
lear
ly e
mp
loys
gen
re c
on
ven
tio
ns
of
crea
tive
no
n-f
icti
on
• C
lear
ly a
rran
ges
¶s
• C
lear
ly o
rgan
izes
id
eas
wit
hin
mo
st ¶
s
• A
deq
uat
ely i
ntr
od
uce
s an
d c
oncl
ud
es
the
essa
y
Th
e o
rgan
izat
ion
al l
ogic
ass
ists
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• I
nef
fect
ivel
y e
mp
loys
(or
om
its)
gen
re
con
ven
tion
s of
crea
tive
no
n-f
icti
on
• E
mp
loys
con
fusi
ng a
rran
gem
ent
of
¶s
• E
mp
loys
con
fusi
ng o
rgan
izat
ion
of
idea
s w
ith
in m
ost
¶s
• E
mp
loys
vag
ue
intr
od
uct
ion a
nd
/or
con
clu
sio
n
Org
aniz
atio
n p
rob
lem
s m
ake
it d
iffi
cult
for
a re
ader
to
un
der
stan
d t
he
text’
s id
eas.
D
EV
EL
OP
ME
NT
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• E
ffec
tiv
ely t
ells
a s
tory
lin
ked
to
lar
ger
soci
al i
ssu
e th
at w
ou
ld i
nte
rest
rea
der
s
• E
ffec
tiv
ely r
efle
cts
on
wh
at t
he
sto
ry
mea
ns
for
wri
ter
and
oth
ers,
usi
ng
refl
ecti
on
as
a fo
rm o
f tr
uth
-see
kin
g
• E
ffec
tiv
ely e
mp
loys
refl
ecti
on
s as
reas
on
s to
su
pp
ort
sta
ted p
urp
ose
/th
esis
• E
ffec
tiv
ely e
mp
loys
spec
ific
det
ails
to
dev
elo
p s
tory
an
d p
rovid
e ev
iden
ce f
or
refl
ecti
on
s
• A
deq
uat
ely t
ells
a s
tory
lin
ked
to
lar
ger
soci
al i
ssu
e th
at w
ou
ld i
nte
rest
rea
der
s
• A
deq
uat
ely r
efle
cts
on
wh
at t
he
sto
ry
mea
ns
for
wri
ter
and
oth
ers,
usi
ng
refl
ecti
on
as
a fo
rm o
f tr
uth
-see
kin
g
• A
deq
uat
ely e
mp
loys
refl
ecti
on
s as
reas
on
s to
su
pp
ort
sta
ted p
urp
ose
/th
esis
• A
deq
uat
ely e
mp
loys
spec
ific
det
ails
to
dev
elo
p s
tory
an
d p
rovid
e ev
iden
ce f
or
refl
ecti
on
s
• I
nef
fect
ivel
y l
ink
s st
ory
to
lar
ger
so
cial
issu
e th
at m
ay o
r m
ay n
ot
inte
rest
rea
der
s
• I
nef
fect
ivel
y r
efle
cts
on
wh
at t
he
sto
ry
mea
ns
for
wri
ter
and
oth
ers,
in
effe
ctiv
ely
usi
ng r
efle
ctio
n a
s a
form
of
tru
th-s
eekin
g
• I
nef
fect
ivel
y e
mp
loys
refl
ecti
on
s as
reas
on
s to
su
pp
ort
sta
ted p
urp
ose
/th
esis
• I
nef
fect
ivel
y e
mp
loys
spec
ific
det
ails
to
dev
elo
p s
tory
an
d p
rovid
e ev
iden
ce f
or
refl
ect
ion
s W
RIT
ER’S
ET
HO
S
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t em
plo
ys a
text
ua
l vo
ice
tha
t…
• D
emo
nst
rate
s co
nfi
den
t, a
uth
ori
tati
ve
un
der
stan
din
g o
f th
e co
nte
nt
• D
emo
nst
rate
s p
erso
nal
en
gag
emen
t
wit
h t
he
con
ten
t (v
ia t
he
wri
ter’
s id
eas,
val
ues
, b
elie
fs)
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
tru
stw
ort
hy.
• D
emo
nst
rate
s g
ener
al u
nd
erst
and
ing o
f
the
con
ten
t
• D
emo
nst
rate
s so
me
per
son
al
engag
emen
t w
ith
th
e co
nte
nt
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
mo
stly
tru
stw
ort
hy.
• D
emo
nst
rate
s li
ttle
or
no
un
der
stan
din
g
of
th
e co
nte
nt.
• D
emo
nst
rate
s li
ttle
or
no
per
son
al
engag
emen
t w
ith
th
e co
nte
nt.
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
un
tru
stw
ort
hy.
RE
AD
AB
ILIT
Y
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• C
on
tain
s fe
w o
r n
o e
rro
rs i
n s
pel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re
• E
mp
loys
effe
ctiv
e “M
y T
urn
” st
yle
• C
on
tain
s so
me
erro
rs i
n s
pel
ling,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re, b
ut
thes
e er
rors
do
no
t in
terf
ere
wit
h c
om
pre
hen
sio
n
• E
mp
loys
som
e el
emen
ts o
f a
“My T
urn
”
style
• C
on
tain
s nu
mer
ou
s er
rors
in
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re t
hat
in
terf
ere
wit
h
com
pre
hen
sio
n.
• D
oes
no
t em
plo
y a
“M
y T
urn
” st
yle
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Fir
st-Y
ear
En
gli
sh P
rog
ram
at
Ma
rqu
ette
Un
iver
sity
Ru
bri
c fo
r S
cori
ng
En
gli
sh 2
– U
nit
4, W
ork
pla
ce L
iter
acy
Ja
nuar
y 2
009
WR
ITIN
G C
ON
VE
NT
ION
S
3 –
Pro
fici
ent
Ou
tcom
e
(A,
AB
)
2 –
Com
pet
ent
Ou
tcom
e
(B, B
C,
C)
1 –
Dev
elo
pin
g O
utc
om
e
(CD
, D
, F
) R
het
ori
cal
Neg
oti
ati
on
of
PU
RP
OS
E &
AU
DIE
NC
E
Th
e w
ritt
en t
ext…
• E
ffec
tiv
ely d
efin
es a
wo
rkp
lace
pro
ble
m a
nd
pro
po
ses
a so
luti
on
• E
ffec
tiv
ely a
dd
ress
es a
n a
ud
ience
wh
o
has
th
e po
wer
to
so
lve
the
pro
ble
m,
wit
h
an e
ye
tow
ard
(a)
in
form
ing t
hem
, (b
)
per
suad
ing t
hem
, (c
) gen
erat
ing g
oo
d w
ill,
and
(d
) sa
vin
g t
hem
tim
e
• E
ffec
tiv
ely i
nd
icat
es w
het
her
ad
dre
ssee
has
req
ues
ted
a r
epo
rt o
r th
is i
s an
un
soli
cite
d r
eco
mm
end
atio
n
Rea
der
s ar
e d
efin
itel
y p
ersu
aded
to
con
sid
er t
he
text’
s id
eas.
• D
efin
es a
wo
rkp
lace
pro
ble
m a
nd
pro
po
ses
a so
luti
on
• A
dd
ress
es a
n a
ud
ien
ce w
ho
has
th
e
po
wer
to
so
lve
the
pro
ble
m,
wit
h a
n e
ye
tow
ard
(a)
in
form
ing t
hem
, (b
) p
ersu
adin
g
them
, (c
) gen
erat
ing g
oo
d w
ill,
an
d (
d)
savin
g t
hem
tim
e
• L
eaves
it
to r
ead
ers
to i
nfe
r w
het
her
add
ress
ee h
as r
equ
este
d a
rep
ort
or
this
is
an u
nso
lici
ted r
eco
mm
end
atio
n
Rea
der
s ar
e p
rob
ably
per
suad
ed t
o
con
sid
er t
he
text’
s id
eas.
• I
nef
fect
ivel
y d
efin
es a
wo
rkp
lace
pro
ble
m a
nd
/or
pro
po
ses
a so
luti
on
• D
oes
no
t ad
dre
ss a
n a
ud
ien
ce w
ho
has
the
po
wer
to
so
lve
the
pro
ble
m
• N
egle
cts
to w
rite
in
way
s th
at (
a) i
nfo
rm
aud
ien
ce,
(b)
per
suad
e au
die
nce
, (c
)
gen
erat
e go
od
wil
l, a
nd
/or
(d)
save
aud
ien
ce’s
tim
e
• D
oes
no
t in
dic
ate
wh
eth
er a
dd
ress
ee h
as
req
ues
ted
a r
epo
rt o
r th
is i
s an
unso
lici
ted
reco
mm
end
atio
n
Rea
der
s ar
e n
ot
per
suad
ed t
o c
on
sid
er
the
text’
s id
eas.
OR
GA
NIZ
AT
ION
/LO
GIC
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• E
ffec
tiv
ely e
mp
loys
bu
sin
ess
form
at
con
ven
tion
s
• E
ffec
tiv
ely o
rgan
izes
in
div
idu
al ¶
s
aro
und
maj
or
pro
ble
m-s
olu
tion
po
ints
(Th
ink:
topic
sen
ten
ces
& s
kim
mab
ilit
y.)
Th
e o
rgan
izat
ion
al l
ogic
en
han
ces
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• G
ener
ally
fo
llo
ws
bu
sin
ess
form
at
con
ven
tion
s
• O
rgan
izes
in
div
idu
al ¶
s ar
oun
d m
ajo
r
po
ints
(T
hin
k:
top
ic s
ente
nce
s &
skim
mab
ilit
y.)
Th
e o
rgan
izat
ion
al l
ogic
ass
ists
a
read
er’s
un
der
stan
din
g o
f th
e te
xt’
s id
eas.
• D
oes
no
t fo
llo
w b
usi
nes
s fo
rmat
con
ven
tion
s
• E
mp
loys
con
fusi
ng o
rgan
izat
ion
of
idea
s w
ith
in ¶
s (T
hin
k:
top
ic s
ente
nce
s &
skim
mab
ilit
y.)
Org
aniz
atio
nal
pro
ble
ms
mak
e it
dif
ficu
lt t
o u
nd
erst
and t
he
text’
s id
eas.
DE
VE
LO
PM
EN
T
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• H
as e
ffec
tivel
y s
elec
ted
th
e in
form
atio
n
to p
rese
nt
as s
upp
ort
mat
eria
l
• E
ffec
tiv
ely p
rese
nts
th
e in
form
atio
n i
n
term
s o
f re
ader
ben
efit
s an
d n
eed
s
• E
ffec
tiv
ely e
mp
loys
pu
rpo
se s
tate
men
t
and
pro
ble
m s
tate
men
t in
in
trod
uct
ion
• E
ffec
tiv
ely e
mp
loys
con
clu
sio
ns
and
reco
mm
end
atio
ns
• H
as s
elec
ted
ad
equ
ate
info
rmat
ion
to
pre
sen
t as
su
pp
ort
mat
eria
l
• A
deq
uat
ely p
rese
nts
in
form
atio
n i
n
term
s o
f re
ader
ben
efit
s an
d n
eed
s
• A
deq
uat
ely e
mp
loys
pu
rpo
se s
tate
men
t
and
pro
ble
m s
tate
men
t in
in
trod
uct
ion
• A
deq
uat
ely e
mp
loys
con
clu
sions
and
reco
mm
end
atio
ns
• H
as n
ot
sele
cted
in
form
atio
n t
o p
rese
nt
wel
l—to
o m
uch
, to
o l
ittl
e, o
r co
nfu
sin
g
• D
oes
no
t p
rese
nt
info
rmat
ion
in t
erm
s
of
read
er b
enef
its
and
nee
ds
• I
nef
fect
ivel
y e
mp
loys
or
om
its
pu
rpo
se
and
/or
pro
ble
m s
tate
men
ts i
n i
ntr
od
uct
ion
• I
nef
fect
ivel
y e
mp
loys
con
clu
sio
ns
and
reco
mm
end
atio
ns
WR
ITE
R’S
ET
HO
S
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t em
plo
ys a
text
ua
l vo
ice
tha
t…
• D
emo
nst
rate
s a
con
fid
ent,
bu
sin
ess-
like
eth
os,
in
clud
ing a
war
enes
s o
f et
hic
al a
nd
legal
co
nce
rns
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
kn
ow
led
gea
ble
an
d t
rust
wo
rth
y.
• D
emo
nst
rate
s an
ad
equ
ate
bu
sin
ess-
like
eth
os,
in
clud
ing s
om
e aw
aren
ess
of
eth
ical
an
d l
egal
co
nce
rns
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
mo
stly
kn
ow
led
gea
ble
an
d t
rust
wo
rth
y.
• D
emo
nst
rate
s li
ttle
or
no
bu
sin
ess-
like
eth
os,
in
clud
ing l
ittl
e o
r no
aw
aren
ess
of
eth
ical
an
d l
egal
co
nce
rns
Rea
der
s p
erce
ive
this
tex
tual
vo
ice
as
un
kn
ow
led
gea
ble
an
d u
ntr
ust
wo
rth
y.
FYE Assessment Report Appendix B, FYE Rubrics September 2012
Jan
uar
y 2
00
9
RE
AD
AB
ILIT
Y
Giv
en t
he
pu
rpo
se a
nd
au
die
nce
,
the
wri
tten
tex
t…
• C
on
tain
s fe
w o
r n
o e
rro
rs i
n s
pel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
or
sen
ten
ce
stru
ctu
re
• U
ses
wel
l-ch
ose
n v
oca
bu
lary
fo
r an
effe
ctiv
e w
ork
pla
ce s
tyle
• E
ffec
tiv
ely e
mp
loys
stra
tegie
s o
f
bu
sin
ess
style
(e.
g.,
yo
u-v
iew
str
ateg
y,
po
siti
ve
ph
rasi
ng,
clar
ity,
con
cise
nes
s,
clea
r su
bje
ct p
osi
tion
s)
• E
ffec
tiv
ely p
rovid
es i
n-t
ext
cita
tio
n o
f
sou
rce
mat
eria
ls a
s n
eed
ed
• C
on
tain
s so
me
erro
rs i
n s
pel
ling,
gra
m-
mar
, p
un
ctu
atio
n, o
r se
nte
nce
str
uct
ure
,
bu
t er
rors
do
no
t af
fect
co
mp
reh
ensi
on
• L
arg
ely e
mp
loys
app
rop
riat
e vo
cab
ula
ry
for
a w
ork
pla
ce s
tyle
• E
mp
loys
stra
tegie
s o
f b
usi
nes
s st
yle
(e.g
., y
ou
-vie
w s
trat
egy,
po
siti
ve
ph
rasi
ng,
clar
ity,
con
cise
nes
s, c
lear
su
bje
ct
po
siti
on
s)
• P
rovid
es c
itat
ion
s fo
r so
urc
e m
ater
ials
as n
eed
ed
• C
on
tain
s nu
mer
ou
s er
rors
in
spel
lin
g,
gra
mm
ar,
pu
nct
uat
ion
, o
r se
nte
nce
stru
ctu
re t
hat
aff
ect
com
pre
hen
sio
n
• C
on
tain
s vo
cab
ula
ry c
ho
ices
co
nfu
sin
g
or
inap
pro
pri
ate
for
a w
ork
pla
ce s
tyle
• T
oo
fre
qu
entl
y n
egle
cts
to e
mp
loy
elem
ents
of
app
rop
riat
e b
usi
nes
s st
yle
(e.g
., y
ou
-vie
w s
trat
egy,
po
siti
ve
ph
rasi
ng,
clar
ity,
con
cise
nes
s, c
lear
su
bje
ct
po
siti
on
s)
• D
oes
no
t p
rovid
e n
eed
ed c
itat
ion
s
Not
e: Ins
truc
tors
who
requ
ire a
cov
er m
emo
des
crib
ing
the c
onte
xt
for
the p
ropo
sal sh
ould
sti
pula
te c
rite
ria
for
their
gra
din
g of
that
mem
o, p
erh
aps
just
by
hav
ing
the
firs
t co
lum
n sa
y “t
he w
ritt
en
texts
.”
FYE Assessment Report Appendix B, FYE Rubrics September 2012
