Copy of Summative Assessment: Discourse 100 Learning Outcomes Rubric
Levels of Achievement
Criteria
Explore and
Analyze
Exceeds Expectations Meets Expectations
4 Points
The student exceeds
expectations, and can
explain interactions
between and among
different texts and
different discourse
formations.
3 Points
The student meets
the standard of the
Developing student
and can identify
important features of
the discourse
formation in which it
was created (the
Rhetorical Situation).
Approaches
Expectations
Minimally
Approaches
Expectations
2 Points
The students meets
the standard of the
novice and can
identify the primary
and supporting
arguments within the
assigned text/s.
0 Points
The student does
1 Points
not evidence basic
The student can
summarization or
read, paraphrase,
paraphrasing
and comprehend
skills and has
the assigned
difficulty
text/s.
comprehending
texts.
2 Points
The student can
identify how
3 Points
The student meets
personal experiences
expectations and can have shaped her/his
4 Points
The student meets the understand how
personal,
exceeds standard and different
institutional, and
Define Cultural can identify in a
communities use
cultural identities
nuanced
manner
the
discourses
(oral
and
and can explain how
Identities
ways in which
written) to produce, other people's
different discourse
reproduce, challenge experiences have
communities interact. and change codes,
produced different
rules, and
ways of thinking
conventions.
about, and
expressing, these
identities.
1 Points
The student
demonstrates a
basic
understanding of
how personal
experiences have
shaped her/his
ways of thinking
about, and
expressing,
personal,
institutional and
cultural identities.
Does Not
Approach
Expectations
0 Points
The student does
not demonstrate
an understanding
of the impact of
personal,
institutional and
cultural identities.
Levels of Achievement
Criteria
Exceeds Expectations Meets Expectations
Approaches
Expectations
Minimally
Approaches
Expectations
3 Points
1 Points
The student
4 Points
2 Points
The student
The student
demonstrates
The student
demonstrates
demonstrates advanced proficiency in terms demonstrates
basic level of
rhetorical awareness of rhetorical
rhetorical awareness
Rhetorical
rhetorical
and of applies
awareness and of
and of applies
awareness and of
Concepts
rhetorical concepts to applies rhetorical
rhetorical concepts to
applies rhetorical
the interpretation and concepts to the
the interpretation and
concepts to the
analysis and
interpretation and
analysis and
interpretation and
production of texts.
analysis and
production of texts.
analysis of texts.
production of texts.
3 Points
2 Points
1 Points
The student
4 Points
The student
The student
The student
demonstrates
demonstrates
demonstrates
demonstrates advanced proficiency in terms
intermediate
basic level of
language awareness
of language
language awareness language
awareness and a
Demonstrate CDA and an advanced
and an intermediate awareness and of
understanding of how proficient
understanding of
how cultural
and CLA
cultural forces
understanding of how
how cultural forces forces influence
influence the
cultural forces
influence the
the production,
production,
influence the
production,
interpretation and
interpretation and
production,
interpretation and
application of
application of texts.
interpretation and
application of texts. texts.
application of texts.
4 Points
3 Points
2 Points
1 Points
Use of Academic The student is even
The student is clearer The student works to The student can
more complex without and more coherent in communicate a more form and support
Discourse
losing clarity and
communicating a
complex thesis
a coherent thesis
Does Not
Approach
Expectations
0 Points
The student does
not demonstrate
awareness of
rhetorical
concepts.
0 Points
The student does
not demonstrate
language
awareness, or the
ways in which
cultural influences
shape the
production,
interpretation and
application of
texts.
0 Points
The student does
not meet
expectations. The
Levels of Achievement
Criteria
coherence in
communicating a
thesis that takes into
account differences in
personal, institutional
and cultural identities
and a complex
application of
academic language.
Revise
Critique
Minimally
Approaches
Expectations
complex thesis taking taking into account through cogent
into account
differences in
reasoning and
differences in
personal,
supporting
personal, institutional institutional and
evidence. The
and cultural identities cultural identities;
thesis applies
and a complex
the student also
academic
application of
demonstrates a more language and
academic language complex application conventions.
and conventions.
of academic
language and
conventions.
3 Points
The student revises
1 Points
2 Points
the text substantially
The student
The student revises
by taking serious
produces one draft
the text in significant
account of peer and
of a text, making
ways based on peer
instructor feedback.
relatively minor
or instructor
Proofreading is not
corrections to
feedback. Editing
an issue. Editing goes
spelling or
and proofreading are,
beyond spelling and
grammar. Issues
however, largely
grammar, improving
with clarity and
focused on spelling
the flow of ideas and
coherence are not
and grammar.
the overall structure
addressed.
of the text.
3 Points
2 Points
1 Points
The student identifies The student
The student reads
potential issues in
identifies potential
peer-level work
peer-level work and issues in peer-level
Exceeds Expectations Meets Expectations
4 Points
The student
substantially revises a
text, reworking
paragraphs, presenting
new evidence, and
reorganizing structure.
Proofreading is not an
issue. Editing always
strives for effective
communication and
involves substantial
reworking of the text.
4 Points
The student identifies
potential issues in
peer-level work and
Approaches
Expectations
Does Not
Approach
Expectations
thesis is unclear,
vague, and does
not apply
academic
language.
0 Points
The student does
not evidence
revision or
proofreading
resulting in work
that is unclear,
and full of errors.
0 Points
The student did
not participate in
peer review.
Levels of Achievement
Criteria
Exceeds Expectations Meets Expectations
offers high quality
feedback on how to
address those issues.
Research
4 Points
The student makes an
extensive search for
applicable sources,
using all resources at
their disposal. These
sources are used in a
focused manner and
the student
demonstrates an
outstanding ability to
engage and evaluate
sources according to
the discourse
community of the
source and how the
sources might speak to
each other. Citation of
all texts is correct.
Approaches
Expectations
offers quality
work, but does not
feedback on how to offer quality
address those issues. feedback on how to
address those issues.
3 Points
The student makes
adequate use of
library resources,
finding sufficient
sources. The student
uses sources in a
focused, appropriate
manner in discourse
examples, and
demonstrates an
ability to engage and
evaluate sources.
Citation of all texts is
mostly correct.
3 Points
4 Points
The student attributes
Presentation/Style The student attributes
all source
all source information
information, and
and all attributions
attributions mostly
Minimally
Approaches
Expectations
for grammar and
usage errors.
Does Not
Approach
Expectations
2 Points
The student makes
adequate use of
library resources,
finding sufficient
sources. The student
shows an effort to
integrate a finergrained
understanding into
their discourse than
at the Novice level.
Citation use
sufficient to reflect
sources used.
1 Points
The student uses
easily located
sources for fact0 Points
based information
The student did
and integrates that
not evidence
information into
research skills,
their discourse
and did not
examples. Citation
demonstrate
at this level may
approporiate
not be extensive
citations.
due to a great deal
of generalknowledge
information.
2 Points
The student
attributes most
source information,
and all attributions
1 Points
0 Points
The student makes
The student fails
an attempt to
to attribute source
attribute source
material.
material, but
Levels of Achievement
Minimally
Does Not
Approaches
Approach
Expectations
Expectations
meet professional
meet professional
mostly meet
information may
standards.
standards.
professional
be incomplete or
standards.
not present in all
cases.
2 Points
1 Points
The student
The student makes
4 Points
3 Points
The student eliminates The student
addresses most
an attempt to
virtually all traces of successfully
impediments to
minimize
0 Points
speaking
anxiety
by
minimizes
speaking
discourse
production
speaking
anxiety,
Speech
Writer's block and
anxiety and writer’s by minimizing
but may rely
Anxiety/Writer's delivering fluid,
speech anxiety
extemporaneous
block by delivering speaking anxiety,
heavily on notes
inhibit delivery
Block
speeches. The student largely
and developing some for speech
and composition.
generates sophisticated extemporaneous
extemporaneous
delivery. The
creative and critical
speeches, and writing delivery style. The student attempts to
work.
creative and critical student minimizes
overcome writer’s
writer’s block.
block.
Criteria
Exceeds Expectations Meets Expectations
Approaches
Expectations