Contributor: C. Yarnoff, The Writing Program, csy771@northwestern.edu
Posted: 2011
Comments: The freshman assessment group—a WCAS ad hoc committee—is using this rubric to assess how well the freshman seminar program
meets its goal of improving student writing. You may also find it a useful example of a method by which to evaluate your students' writing.
Freshman Seminar Writing Rubric
2010-2011
Criteria
Argument /
purpose
Strong
Proficient
Clearly articulates a controlling Clearly articulates a
idea that reflects sophisticated controlling idea that reflects
critical thinking. Weaves that
some critical thinking.
idea throughout entire paper with Presents controlling idea
a compelling discussion of
clearly throughout the paper
concepts.
with a good discussion of
concepts.
Strongly supports controlling
Uses evidence to support
idea with evidence; analyzes and controlling idea; explains
Development explains evidence critically and evidence effectively;
thoughtfully; clearly anticipates anticipates most questions
questions and counter-arguments and counter-arguments
Marginal
Articulates a controlling
idea but one that reflects
little critical thinking.
Controlling idea is implied
throughout the paper but
reader may sometimes have
to intuit it in the discussion.
Provides some evidence to
support controlling idea, but
may not explain evidence
effectively; may do little to
address questions and
counter arguments
Introduction presents the
Introduction and conclusion Introduction and conclusion
controlling idea in an interesting, clearly state the controlling do not fully explore the
idea and make an effort to
implications of the
Organization compelling way); conclusion
provokes readers to continue
present it in an interesting
controlling idea; ideas may
thinking about the controlling
way. Ideas proceed
seem to jump about or have
idea. Ideas proceed logically and logically, and each paragraph weak topic sentences.
persuasively, with clearly
has a topic sentence.
Unacceptable
Controlling idea is not present or
is incoherent, and it is largely
derivative. Explanations may be
overly simple or rambling, or
may show little grasp of key
concepts.
Evidence used minimally, or not
at all, to support controlling idea;
does not anticipate questions and
counter-arguments
Introduction and conclusion do
not clearly state the controlling
idea. Topic sentences are nonexistent or do not fit ideas.
articulated topic sentences that
move readers smoothly from
idea to idea.
Writing style/ Sentences and paragraphs flow
smoothly and are wellmechanics
structured. Demonstrates
sophisticated understanding of
grammar, syntax, and diction.
Sentences and paragraphs
hang together well. Indicates
good grasp of grammar,
syntax, and diction.
Sentences and paragraphs Sentences and paragraphs lack
may seem choppy or rough cohesion and structure. Writing
in parts, but some structure is is riddled with problems related
apparent. Occasional
to grammar, syntax and diction.
problems with grammar,
syntax, and diction.