Wayland Baptist University
QEP Writing Rubric
Score
Distinguished - 4
1
Proficient - 3
Developing - 2
Unsatisfactory - 1
Content
Focus on Topic
The topic is clear and well-focused; Main idea is clear, but the
Main idea is somewhat clear, but The main idea is not clear. There is a
the main idea stands out and is
supporting information is general. there is a need for more
seemingly random collection of
supported by detailed information.
supporting information.
information.
Support for Topic
Relevant, telling, quality details give Supporting details and
the reader important information information are relevant, but one
that goes beyond the obvious or
key issue is unsupported.
predictable.
Supporting details and
information are relevant, but
several key issues are
unsupported.
Supporting details and information
are typically unclear or not related
to the topic.
Critical Thinking
Writer demonstrates abundant
evidence of evaluation and
assessment of the importance of
information and application of that
information in drawing logical
conclusions.
Writer demonstrates some
evidence of evaluation and
synthesis of information in order
to reach logical conclusions.
Writer demonstrates limited or no
evidence of the ability to understand
the importance of information and
to draw logical conclusions.
Writer demonstrates ample
evidence of evaluation and
synthesis of information in order
to reach logical conclusions.
Structure and Organization
Introduction
Organization and
Development
The introduction is inviting, clearly The introduction clearly states
states the main topic, and previews the main topic and previews the
the structure of the paper.
structure of the paper, but it is
not particularly inviting to the
reader.
Support or details are placed in a
logical order, and the way they are
presented effectively keeps the
interest of the reader.
The introduction states the main The introduction has no clear topic
topic, but it does not adequately and does not introduce the structure
preview the structure of the
of the paper.
paper and is not particularly
inviting to the reader.
Support or details are placed in a Some details are not in a logical Many details are not in a logical or
logical order, but the way they
or expected order, distracting the expected order; the writing
are presented/introduced
reader.
demonstrates little organization.
sometimes makes the writing less
interesting.
Transitions
A variety of transitions are clearly
Transitions clearly show how
Some transitions work well, but The transitions between ideas are
and thoughtfully used to show how ideas are connected, but there is many connections between other unclear or nonexistent.
ideas are connected.
little variety.
ideas are fuzzy.
Conclusion
The conclusion is strong and leaves The conclusion is recognizable
the reader with a feeling that s/he and has effective closure.
understands what the writer is
conveying.
The conclusion is recognizable,
but it lacks effective closure.
There is no clear conclusion; the
paper ends abruptly.
Most sentences are wellconstructed but have a similar
structure.
Writer makes several errors in
grammar or usage that distract
the reader from the content.
Sentences lack proper structure and
appear incomplete or rambling.
Writer makes a few errors in
spelling, capitalization, or
punctuation that interrupt the
reader and disrupt the flow.
Writer makes several errors in
spelling, capitalization, or
punctuation that interrupt the
reader and greatly distract the flow.
Conventions
Sentence Structure
Grammar and Usage
All sentences are well-constructed
with varied structure.
Most sentences are wellconstructed with varied
structure.
Writer makes no errors in grammar Writer makes few errors in
or usage that distract the reader
grammar or usage that distract
from the content.
the reader from the content.
Writer makes no errors in spelling,
capitalization, or punctuation; thus
Spelling, Capitalization,
the paper is exceptionally easy to
Punctuation, etc.
read.
Writer makes few errors in
spelling, capitalization, or
punctuation, but the paper is still
easy to read.
Writer makes excessive errors in
grammar or usage that distract the
reader from the content.
4/14/2008
Wayland Baptist University
QEP Writing Rubric
Score
Distinguished - 4
2
Proficient - 3
Developing - 2
Unsatisfactory - 1
Style
The writer successfully uses several
reasons/appeals to show why the
reader should care or want to know
more about the topic; s/he seems to
Voice and Personality write from knowledge or
experience, demonstrating
ownership of the topic.
The writer successfully uses one
or two reasons/appeals to try to
show why the reader should care
or want to know more about the
topic and also seems to draw on
knowledge or experience, but
s/he lacks direct ownership of the
topic.
The writer attempts to make the
reader care about the topic but is
not really successful; some of
his/her knowledge or experience
is related, but it adds nothing to
the discussion of the topic.
The writer makes no attempt to
make the reader care about the
topic and has not tried to transform
the information in a personal way.
The ideas and the way they are
expressed seem to belong to
someone else.
Writer uses vivid words and phrases
that linger or draw pictures in the
reader's mind, and the choice and
placement of the words seem
accurate, natural, and not forced.
Writer uses vivid words and
phrases that linger or draw
pictures in the reader's mind, but
occasionally the words are
inaccurate or overdone.
Writer uses words that
communicate clearly, but the
writing lacks variety, punch, or
flair.
Writer uses a limited vocabulary that
does not communicate strongly or
capture the reader's interest. Jargon
or clichés may be present and
detract from the meaning.
Every paragraph has sentences that
vary in length. All sentences sound
Sentence Variety (Flow natural, and each sentence is clear
and has an obvious emphasis.
Almost all paragraphs have
sentences that vary in length, and
almost all sentences sound
natural. However, one or two
sentences are awkward or
difficult to understand.
Some sentences vary in length
and sound natural, but several
are awkward or difficult to
understand.
Sentences rarely vary in length and
are difficult to read because they
sound awkward, are distractingly
repetitive, or difficult to understand.
The writer demonstrates a
general understanding of the
potential reader and uses
vocabulary and arguments
appropriate for that audience.
The writer demonstrates some
understanding of the potential
reader and uses arguments
appropriate for that audience.
It is not clear for whom the
writer/author is writing.
Audience
Writer demonstrates a clear
understanding of the potential
reader and uses appropriate
vocabulary and arguments. S/he
anticipates reader's questions and
provides thorough answers
appropriate for that audience.
Resources
All sources used as supporting
information (quotes, statistics, and
facts, etc.) are credible and cited
correctly, exhibiting quality and
breadth.
All sources used as supporting
information (quotes, statistics,
and facts, etc.) are credible and
cited correctly but with minimal
variety of sources.
Most sources used as supporting
information (quotes, statistics,
and facts, etc.) are credible and
cited correctly a majority of the
time but lack quality and breadth.
Many sources are suspect (not
credible) AND/OR are not cited
correctly, lacking quality and
breadth.
Word Choice
and Rhythm)
Resources
4/14/2008