NSU's Quality Enhancement Plan April 2017

44 | NSU QEP Appendices Appendix D—QEP Writing Assessment Rubric SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 Rhetorical Knowledge Critical Thinking, Reading, and Composing Processes Conventions Reflection Produce academic writing that demonstrates an awareness of context, purpose, and audience that is appropriate to the student’s discipline. Locate, evaluate, and properly integrate primary and secondary research sources. Demonstrate writing as a process that includes invention, drafting, revision, and editing. Present writing that is free of serious grammatical and mechanical errors. Assess and explain the major rhetorical choices made in the writing. 4 Excellent The writing demonstrates strong awareness of context, purpose, and audience, using discipline- specific language appropriately and effectively. The writing shows a strong use of appropriate sources, primary and/or secondary, that add depth and knowledge to the content. The resources are integrated seamlessly and are formatted correctly. The writing process shows significant, effective time spent through each stage. The writing is grammatically and mechanically strong. It is free of errors and mistakes involving spelling, punctuation, and diction. Writing is free of fragments, comma splices, and run-ons. The writer demonstrates heightened awareness of rhetorical choices, providing examples of choices regarding the use of discipline-specific language and conventions, as well as task-based requirements. 3 Above Average The writing demonstrates a solid awareness of context, purpose, and audience. It uses discipline- specific language appropriately, though it could have been more effective. The writing uses primary and/or secondary sources effectively. They make the content stronger, though there may be minor issues with integration and/or formatting. The writing process shows effective time spent through most stages. The writing is grammatically and mechanically sound. It has a few mistakes, though they do not distract readers. There are few fragments, comma splices, and run-ons. The writer demonstrates a solid awareness of rhetorical choices, though may not provide strong examples of choices made regarding language, conventions, and purpose. 2 Adequate The writing demonstrates an awareness of context, purpose, and audience, though it struggles at times. It uses discipline- specific language, but not always appropriately or effectively. The writing uses primary and/ or secondary sources, though they may not always be effective. There are occasional issues with integration and/or formatting. The writing process shows that the writer worked through each stage, though more effective work could have been completed at each stage. The writing is coherent, though there are some noticeable mistakes, and possible errors that may distract readers. The writer demonstrates some awareness of rhetorical choices, though may not provide clear examples of them. 1 Inadequate The writing clearly struggles to identify its context, purpose, and/or audience. It struggles to use discipline- specific language correctly. The writing shows a lack of primary and/or secondary sources, and does not use them effectively. There are significant issues with integration and formatting. The writing process is not clear, and the writer may not have completed each stage. The writing shows significant problems with grammar and mechanics, making it difficult to read. There are frequent errors. The writer demonstrates little awareness of rhetorical choices and does not provide examples.