Visual Glossary Rubric
Writing
10-9
8-7
6-5
4-3
Purpose or
Focus
Is engaging and fully develops a clear
purpose appropriate to assignment.
Each section is well developed. The
audience knows why they are reading
each section.
Competent and well-developed purpose;
thesis represents sound and adequate
understanding of topic. Each section is
developed but not as well as a 10.
There are places where the purpose is
not clear.
Mostly intelligible ideas; purpose is
weak, unclear, too broad, or only
indirectly supported. Sections may not
be completely developed or the purpose
is confusing.
Mostly simplistic and unfocused ideas;
little or no sense of purpose or control of
thesis. All sections lack a clear focus or
purpose.
Support and
Explanations
Consistent evidence with originality and
depth of ideas; ideas work together as a
unified whole; main points are
sufficiently supported (with visual and
verbal evidence); support is valid and
specific. Utilizes sources and engages
with them as an expert.
Ideas supported sufficiently; support is
sound, valid, and logical but lacks the
depth of a 10. Utilizes sources and
shows understanding but authors do not
engage with them as well as a 5. Some
ideas may need more support and
explanation. Visual evidence may not
support verbal evidence or vice versa.
Main points and ideas are only indirectly
supported; support isn’t sufficient or
specific but is loosely relevant to main
points. Authors do not understand
sources or used them poorly.
Insufficient, non-specific, and/or
irrelevant support.
Organization
and Structure
There is an obvious purposeful
organizing structure to the sections.
Paragraphs are well developed and
appropriately divided. Ideas linked with
smooth and effective transitions.
Competent organization, without
sophistication. Competent paragraph
structure; lacking in effective transitions.
Limited attempts to organize around a
thesis; paragraphs are mostly standalones with weak or non-evident
transitions.
Organization while attempted was
unsuccessful. Paragraphs were simple
and disconnected. No evident
transitions or planned sequence.
Verbal
Language
Maintains a consistent tone through
language and diction. Sentences are
structured effectively and powerfully.
Rich, well-chosen variety of sentence
styles and length.
Makes very few or no grammar, spelling,
or punctuation errors. Citations correct.
For the most part, maintains a
consistent tone. Sentences are varied
but errors occur due to a lack of
proofreading.
Tone not consistent. Sentences are
formulaic or tedious. Errors in sentence
structure.
Simple sentences used excessively
almost exclusively. Errors in sentence
structure.
Some grammar, spelling, and
punctuation mistakes. More time and
care are needed in editing. Citations
mostly correct or attempted for the
whole work.
Spelling and punctuation errors make
reading difficult.
Many problems with citations or appear
to be missing a large number of them.
Many spelling and punctuation mistakes
make it difficult to understand the
purpose. Citations absent.
Design
20-18
17-15
14-12
11-8
Content
Contains nearly all parts (one part may
be missing) or equivalent: Title Page,
index, Introduction, two sections, Visual
Glossary (term and definition, picture of
term, explanation, works cited).
Missing two-3 parts or the equivalent:
Title Page, index, Introduction, Visual
Glossary, two sections, (term and
definition, picture of term, explanation,
works cited).
Missing four parts or the equivalent:
Title Page, index, Introduction, Visual
Glossary, two sections (term and
definition, picture of term, explanation,
works cited), Logotypes and search
engines (explanation and works cited).
Missing more than four parts or the
equivalent: Title Page, index,
Introduction, Visual Glossary, two
sections (term and definition, picture of
term, explanation, works cited).
Presentation
Information is presented clearly through
chunking and using the CRAP principles.
In other words, the page organization
makes sense and is easy for an audience
to follow/understand.
Information is for the most part
presented clearly through chunking and
using the CRAP principles. There are
some areas where the design of the
information is confusing or unclear.
Information presented in a confusing
manner. While CRAP principles may be
followed, they are followed
inconsistently. There are many areas
where the design of the information is
confusing or unclear.
Information presented in a confusing
manner. There are many areas where
the design of the information is
confusing or unclear. Designers did not
follow CRAP principles at all.
Editing
Points
Points
Adapted from Coventry Schools and Melanie Booth