Writing & Critical Thinking
Thesis: Student is able to
appropriately formulate a
problem, issue, question, or
position—to assert a clear,
compelling thesis. (CT)
Context & Purpose: The student
is able to identify and consider
the influence of context and
assumptions (audience). (W)
Complexity: awareness of the
complexity of the topic (CT)
emerging (1)
Issue/problem to be considered critically is stated without
clarification or description.
developing (2)
mastering (3)
Issue/problem to be considered critically is stated but
Issue/problem to be considered critically is stated clearly and
description leaves some terms undefined, ambiguities
described comprehensively, delivering all relevant
unexplored, boundaries undetermined, and/or backgrounds
information necessary for full understanding.
unknown.
Demonstrates minimal attention to context, audience,
purpose, and to the assigned task(s) (e.g., expectation of
instructor or self as audience).
Demonstrates consideration of context, audience, purpose,
and to the assigned task(s)
Demonstrates a thorough understanding of context,
audience, and purpose that is responsive to the assigned
task(s) and focuses all elements of the work.
Specific position (perspective, thesis/hypothesis) is stated,
but is simplistic and obvious.
Specific position (perspective, thesis/hypothesis)
acknowledges the complexities and different sides of an
issue.
Specific position (perspective, thesis/hypothesis) is
imaginative, taking into account the complexities of an issue.
Limits of position (perspective, thesis/hypothesis) are
acknowledged. Others' points of view are synthesized within
position (perspective, thesis/hypothesis).
Uses credible and/or relevant sources to support ideas that
are appropriate for the discipline and genre of the writing.
Demonstrates skillful use of high-quality, credible, relevant
sources to develop ideas that are appropriate for the
discipline and genre of the writing
Conclusion is logically tied to information; some related
outcomes (consequences and implications) are identified
clearly.
Conclusions and related outcomes (consequences and
implications) are logical and reflect student’s informed
evaluation and ability to place evidence and perspectives
discussed in priority order.
Sources & Evidence: Student is
able to organize and analyze
Demonstrates an attempt to use sources to support ideas in
appropriate supporting evidence.
the writing.
(W)
Conclusions & Outcomes:
Student is able to draw
meaningful conclusions,
implications, and consequences.
(CT)
Conclusion is inconsistently tied to some of the information
discussed; related outcomes are oversimplified.
Organization: Student is able to
meet the expectations for
academic writing including
overall organization and
transitions. (W)
Attempts to use a consistent system for for basic
organization and presentation. May be simplistic and/or
lacking in appropriate transitions.
Syntax & Mechanics: The
student is able to communicate
effectively using appropriate
conventions of grammar, syntax,
and word choice. (W)
Uses language that sometimes impedes meaning. Writing
has multiple errors in syntax, grammar, and word choice.
Demonstrates some attention to use of writing conventions
Demonstrates detailed attention to and successful execution
including overall organization, presentation, transitioning,
of writing conventions including overall organization,
and stylistic choices. Writing is lacking in one or two of these
presentation, transitioning, and stylistic choices
areas.
Uses language that generally conveys meaning to readers
with clarity, although may include some errors in grammar,
syntax, or word choice. May not be concise.
Uses graceful language that skillfully, correctly, and concisly
communicates meaning to readers with clarity and fluency,
and is virtually error-free.