Post on 06-Mar-2018
Appendix D: Grading Rubrics for 307 & 308 Assignments Appendix E. rubrics represent the scope and sequence of English 307: Business Writing and English 308: Technical Writing. Instructors write and share rubrics through the professional writing teacher cohort, and the following rubrics have been provided by current and former teachers, including Jennifer Haley-Brown, Amy Hickman, Dr. Amy C. Kimme Hea, Daylanne Markwardt, Dr. Cristina Ramirez, Becca Richards, Elise Verzosa, Jenna Vinson, and Amanda Wray.
English 307 Memo of Introduction Unit 1: Job Analysis Materials Unit 2: Client Research & Proposal Unit 3: Client Deliverable Production & Product (includes 2 rubrics for this unit’s multiple components: oral progress report and product) Unit 4: Reflective Report & Peer- and Self-Evaluations English 308 Technology Access Memo Unit 1: Quick Reference Card Project Unit 2: Redesign Project (includes 2 rubrics for this unit’s multiple components: redesign portfolio and oral report) Unit 3: Formal Report Unit 4: Reflection Memo Common Rubric for 307/308 Professional Communication* *Some instructors elect to assign 5% of the course grade to professional communication (i.e., emails and other correspondence with the instructor, team members, and service-learning partners). This rubric is to clearly articulate the expectations for these communications.
English 307 Memo of Introduction
Superior Strong Competent Weak Unacceptable W
riti
ng
and
Co
nte
nt
(50
%)
Content answers all required, reflecting strong understanding of audience
Uses direct, active words—writing demonstrates conciseness, clarity, and brevity
Writing is coherent, progressing logically
Language (word choice) is appropriate for the task and adequately varied to avoid redundancy
Tone is professional, engaging, and reflects a personal voice
Content answers most of the required, reflecting some understanding of audience
Uses no unnecessary words––generally demonstrates conciseness, clarity, brevity
Writing is coherent, preventing any reader confusion
Appropriate, specific, varied word choice
Tone is professional and engaging
Content covers many of the required with no unnecessary additions
Few to no instances of wordiness or redundancy
Writing is coherent, only rarely slowing the reader
Word choice is appropriate, but may be vague or lacking in variety.
Tone is professional, but sounds forced or insincere
Content covers some basic topics suggested, but may include unnecessary info or missed some required info
Some wordiness and/or redundancies
Some gaps in coherence
Word choice is vague and/or lacks variety, may include clichés.
Inconsistent tone
Fails to cover the minimal information required/ includes inappropriate info
Wordiness and redundancies
Problems of coherence/ digressions
Inappropriate word choice
Inappropriate/ unprofessional tone
Superior
Strong
Competent
Weak
Unacceptable
Pro
fess
ion
al P
rese
nta
tio
n a
nd
De
live
ry (
50
%)
Meets all formatting requirements listed on checklist and in assignment prompt (zero or 1 inconsistencies)
Effective revision from personal narrative and between drafts
Professional and elegant presentation
Paragraphs are unified, including strong topic sentences; follows all conventions of a memo
Meets almost all formatting requirements (2-3 inconsistencies)
Significant revision from personal narrative and between drafts
Professional presentation
Paragraphs are unified and follow most conventions of a memo
Meets some formatting requirements (4-6 inconsistencies)
Some minor revision from personal narrative and between drafts
Few lapses in professionalism, grammar, mechanics, and/or usage
Mostly unified paragraphs and follows some conventions of a memo
Meets a few of the formatting requirements (more than 6 inconsistencies)
Little or no changes after first draft or personal narrative
Significant lapses in professionalism/ some significant errors in grammar/ mechanics/ usage
Inappropriate paragraphing and/or follows few conventions of a memo
Fails to meet most formatting requirements
No first draft included and/or no personal narrative
Sloppy, unprofessional presentation; major errors in grammar/ mechanics/usage
No paragraph breaks and/or follows no conventions of a memo
English 307 Unit 1: Job Analysis Materials Rubric
CRITERIA DESCRIPTION POSSIBLE
POINTS
POINTS EARNED
Three job advertisements (with rhetorical analysis) 5
Professionalism of all Documents (including the organization of documents into a portfolio) 10
Résumé
Clean of formatting, Uses noun phrases, No more than 2 pages, 1”margins, Legible font of appropriate
size, Uses correct tense
Objective: Concise, goal oriented, specific to job advertisement
Keywords and key phrases are highlighted and relied upon clearly in the document
No extraneous or distracting information
Sentences / Phrases of explanation are specific and develop/direct reader’s interpretation through the
lens of the objective statement
Word choice is purposeful and dynamic
30
Cover Letter
Clearly one or two claims (skills, perhaps) being highlighted, developed, and coupled with evidence
and appropriate analysis
Word choice is varied, direct, specific, and persuasive
Opens with a greeting, closes with gratitude
Professionalism – spelling, grammar, sentence construction, and content develop ethos (credibility)
Purpose of letter is clear
25
Professional Inventory Worksheet
Gathering and Sorting Evidence Table: All skills, concepts, and requirements from job advertisement
are included in the table; Résumé is directly quoted; Relationship between the two columns is clear
Evaluation of Evidence: Analysis and critical thinking are evident; Consideration of discourse context
(of the job ad) is evident; Areas in need of improvement (question #3) exhibit explicit options that are
clearly related to the broad category but reflect new layer of specificity; Means of improvement
(question #4) are specific and realistic
30
FINAL GRADE 100
English 307: Unit 2: Client Research & Proposal Rubric
SECTION CRITERIA POINTS
POSSIBLE
POINTS
EARNED
Email of Inquiry Greets client
Requests any necessary information
Introduces project and teammates
Makes intentions clear for the client-consultant relationship
Emphasizes need to collect data and set up interview
Articulates with clarity what response the students are requesting
Free of grammatical errors
Style is concise, direct, professional, and rhetorical
Sentences flow logically, and paragraphs are unified
Thanks the client for participating
5
Field Research Interview transcription is clear and ethical
Questions are balanced in that some are scripted and others are clearly follow up/responsive to the interviewee
The following information is articulated in the interview: organization’s history, purpose, clientele / role in the community, organization structure, communication needs
Students maintained an appropriate level of professionalism throughout the interview
A clear purpose emerges from the interview
Questions are specific rather than broad.
Interviewers listen throughout and respond to the interviewee, paraphrasing and clarifying information at several points, as well as following up on emerging threads
Interviewers do NOT ask leading questions that assume a particular answer
Interviewers avoid yes/no questions
Transcriptions notes are helpful and build a new layer of information into the interview
10
Client Proposal 0
Letter of Transmittal Format is correct and professional
Explains the title of the proposal
Denotes research completed in preparation of the proposal
Outlines each major section of the proposal (briefly, we get the purpose of each section)
Response requested and it is clear what and when that response should be
Tone is one of good will
Purpose is clearly to contextualize the materials to follow the letter
Free of spelling and grammar errors
Paragraphs and sentences reflect diversity, precision, flow, and appeals of logos.
Credibility is established through the letter
10
Title Page Title of proposal is leading and interesting
Date and names are correct and clear
Includes a graphic or other aesthetic element to engage interest and creativity
Free of spelling and grammar errors
5
Abstract Abstract is concise (1 paragraph)
Summarizes the proposal (the entire thing)
Offers necessary information of the sections to follow the abstract
5
Offers time line for deliverables
Indicates costs
Tone is clearly analytical versus simply summative
Free of spelling and grammar errors
Need Statement Identifies mission of client
Need is abstract, not deliverable specific
It is clear why this is a need of the organization and how this need affects the entire organization (rather than being an isolated need)
Offers evidence of the need
Offers analysis of how meeting this need will benefit the client
Is clearly persuasive employing all appeals of logos, ethos, and pathos
Demonstrates this is a primary need for the client (offering multiple reasons why)
Free of spelling and grammar errors
Sentences flow logically and lead into one another with transitions.
Active verbs abound and sentences are constructed in a variety of ways to encourage reader engagement.
Sentences are clear and woven into the text such that each sentence transitions logically from those around it.
There is an interrelatedness to all of the details offered in the document, which builds a single purpose.
Word choice is specific, purposeful, dynamic, and varied throughout.
15
Project Description Outlines a specific professional writing deliverable
It is clear how this deliverable will fulfill the need outlined in the need statement
It is clear how this is the best choice of a deliverable
Supports all claims with research and evidence pertinent to the organization
Description offers us a clear understanding of the deliverable (such that I could create it based upon the description if I had to)
It is concise and heavily appeals to the audience through logos
Free of spelling and grammar errors
Sentences flow logically and lead into one another with transitions.
Active verbs abound and sentences are constructed in a variety of ways to encourage reader engagement.
Sentences are clear and woven into the text such that each sentence transitions logically from those around it.
There is an interrelatedness to all of the details offered in the document, which builds a single purpose.
Word choice is specific, purposeful, dynamic, and varied throughout.
15
Plan and Progress Checks Offers clear steps to completion (no conflated duties)
Makes clear when and where progress will be made on the deliverables
Progress checks describes methods of evaluation
There is a visual or other tool that offers a quick-check reference guide for progress and dates
Is reasonable, developed, and specific
10
Budget All hours are accounted for
All costs are outlined with specificity and are accurate
Stipulations for future maintenance are articulated
Budget is reader-friendly, aesthetically pleasing, and offers a quick reference approach
10
GLOBAL CONCERNS All materials are submitted on time, with the appropriate minimum materials, and to the required place of submittal (email of inquiry, signed letter of inquiry, interview transcription, client proposal)
Professionalism of all documents
15
Aesthetically pleasing materials that exhibit both creativity and professionalism
Conference time was well-organized, productive, and all required materials and people were present
TOTAL 100 0
English 307 Unit 3: Client Deliverable Production & Product (Oral Progress Report Rubric)
Superior Good Average Deficient Unacceptable
Presentations Skills Monitors audience with eye contact
Strategic use of gestures with visual aids
Strategic positioning throughout room
Changes voice, projection and pace of speech to highlight information
Makes eye contact with most audience members
Consistent gestures with visual aids
Moves easily around room
Some change in voice, projection and pace of speech to highlight information
Glances at audience from time to time
Some gestures, but may be used in distracting ways
Movement around room is minimal and/or forced
Some variations in voice, projection and pace of speech, but with a few distracting vocal habits
Little eye contact
Gestures distract from presentation
Stands or paces
Problems of speaking (e.g., too fast, too slow, trailing voice, etc.)
Read presentation; no eye contact
No gestures and/or distracting fidgeting is present
No movement
Monotone, inaudible, excessive verbal ticks, aggressive tone
Content:
Project Overview,
Client Context,
Progress Time line,
Project Development
Presentation addresses all areas of the project sufficiently and includes information that is interesting and useful to the audience
Presenters make a persuasive and useful connection between the content and relevance to the audience
Each section of the presentation develops a new level of understanding for the client deliverable; consistently building context and analysis
Presentation addresses all areas of the project sufficiently
Presenters make a strong connection between content and relevance to the audience
Each section of the presentation develops a new level of understanding for the client deliverable, but context and analysis might need more development and fluidity
Presentation adequately addresses all areas of the project, but the audience may be confused at times or left with an unanswered question
Presenters include pertinent information, but it may lack sufficient support
Each section of the presentation is addressed, though context and analysis are superficial
Some areas of content are covered superficially
Presenters may use evidence/support in illogical ways
Some sections of the presentation are not addressed or are de-contextualized (the presentation does not work as a single project but as loosely connected sections)
Fails to address one or more areas
Unsubstantial information
PowerPoint Design Employs exceptional design strategies that enhance both the content and the presentation
A unifying theme is evident and contributes to a greater contextual understanding of the project and/or deliverables
Text is precise, effective, and error-free
Interesting and creative design that contributes to a unified presentation
A theme is evident and unified and it enhances audience’s understanding of project and/or deliverables
Text is clear and nearly error free
Design is not distracting, but it may lack creativity and/or a unified theme
Text is mostly clear and errors are minor.
Design is unclear or distracting
Some gaps of coherence in text and errors may be distracting
Design is distracting and/or creates confusion for the audience
Text may be incoherent and errors are major.
Deliverable(s) Deliverable clearly responds to the client context provided in the presentation
Design of the deliverable exhibits ingenuity, creativity, and a professional and practical approach to the client’s wishes
Deliverable’s rhetorical purpose is evident
Students solicit from and engage with audience on design revisions
Deliverable responds to the client context provided in the presentation, though there may be one or two questions from the audience
Design of the deliverable exhibits creativity; it is a practical solution to the client’s wishes; it is professional
Purpose of the deliverable is clear in the presentation, but may not be fully executed in the draft yet (though the process of getting it there is unquestioned)
Students are active in the discussion of design revisions
Deliverable clearly linked with the information of the presentation, but audience has a few questions about execution
Design of the deliverable is professional, but lacking in creativity and/or feasibility
Purpose of some of the design elements of the deliverable are unclear, but overall the deliverable attends to rhetorical purpose
Students consider revision suggestions, but they may not clarify information or thoughtfully engage the conversation
Relationship of the deliverable to the presentation is unclear (e.g., sets up a need that is not met by the deliverable)
Purpose of the deliverable is fuzzy.
Design of the deliverable reflects disorganization and/or haste; there is not enough attention to detail and design
Students listen to the audience, but do not make notes or ask questions in regard to revision suggestions
Students fail to distribute a draft or the draft reflects minimal design effort
Rhetorical purpose is absent
Students do not engage with audience on design revisions
English 307 Unit 3: Client Deliverable Production & Product (Project Rubric)
/100 Deliverable /30 Rhetorical Effectiveness Clearly responds to context of case study Clearly addresses the needs, interests, and concerns of its target audience Takes into account audience’s existing knowledge and understanding Clearly addresses client’s primary needs/purposes as outlined in client proposal Achieves those purposes through strategic tailoring of both content and design
/20 Design Exhibits ingenuity, creativity, and strategic thinking in all aspects of design Adheres consistently to CRAP principles Employs unifying design elements in and across deliverable(s) Makes effective use of color, spacing, shape, and line Incorporates appropriate layout and visuals Chooses fonts an headings for design appeal and readability Makes information both easy to find and visually appealing Exhibits utmost professionalism in preparation and presentation of mock-up(s)
/50 Content Uses creative strategies to attract and maintain audience interest Uses appropriate language, style, and tone for target audience Exhibits consistent “you” attitude toward audiences Is clearly and effectively organized to achieve purpose Is effectively informative, persuasive, or action-oriented depending on purpose Writing is clear, concise, and cohesive Reflects careful revision and editing Material is truthful, ethical, and unbiased Reflects well on brand image and reputation of client Contains no errors in spelling, grammar, punctuation or mechanics
Deliverable Assignment Grade: /100
English 307 Unit 4: Reflection & Peer- and Self-Evaluation
Superior
(40-36) Strong (35-32)
Competent (31-28)
Weak (27-24)
Unacceptable (23-0)
Pe
er
and
Se
lf E
valu
atio
n (
40
%)
Content confirms evaluations of other group members
Content demonstrates exceptional critical and self-awareness
Writing uses strong, specific evidence to support claims
Tone is professional and reflects a personal voice
Content confirms most evaluations of other group members
Content demonstrates a strong critical and self-awareness
Writing uses evidence to support claims
Tone is professional
Content confirms some evaluations of other group members
Content demonstrates a some critical and self-awareness
Writing uses some evidence to support claims
Tone is professional, but affected
Content confirms little in the evaluations of other group members
Content demonstrates a little critical and self-awareness
Writing uses little evidence to support claims
Inconsistent tone
Content refutes the evaluations of the other members
Content demonstrates no critical and self-awareness
Little to no evidence to support claims
Unprofessional tone
Superior (60-54)
Strong (53-48)
Competent (47-42)
Weak (41-36)
Unacceptable (35-0)
Re
fle
ctiv
e R
ep
ort
(6
0%
)
Effective and precise use of formatting for the design/genre
Content creates a full picture of your work this semester
Ideas and tone are deeply analytical
Professional and elegant presentation
Paragraphs/slides are unified including strong topic sentences and organizational features
Meets almost all formatting conventions for genre
Content gives the reader a strong picture of your work this semester
Ideas and tone are analytical rather than simply summative
Professional presentation
Paragraphs/slides are unified and organized
Meets some formatting requirements
Content gives the reader an adequate picture of your work this semester
Ideas and tone are somewhat analytical.
Few lapses in professionalism, grammar, mechanics, and/or usage
Mostly unified and organized paragraphs/slides
Meets few format requirements
Content gives imprecise or nonspecific insight regarding your work this semester
Ideas and tone are summative.
Significant lapses in professionalism/ significant errors in grammar/mechanics
Inappropriate organization
Fails to meet most formatting requirements
Content rambles or digresses.
Sloppy, unprofessional presentation; major errors in grammar/ mechanics/usage
Mostly disorganized
English 308 Technology Access Memo
Professionalism /20
Does the document reflect a professional’s eye for detail? Is the layout of the page organized and visually appealing? Does the document reflect accessibility and readability?
1 2 3 4 5 Is the tone of the document appropriate for its audience? Does the tone of the document adhere to the conventions of the genre? Is the document free of slang or colloquialisms unsuited to a professional working environment?
1 2 3 4 5 Does the document reflect careful editing? Is the document free of grammatical and spelling errors?
1 2 3 4 5 6 7
Did the author complete all aspects of the assignment (for example, drafts, peer review, workshops, and so forth)? Were all aspects of the assignment completed in a timely manner?
1 2 3
Format and Design /20
Does the document reflect the required font size and style, margins, header, page length, spacing (and so forth)?
1 2 3 4 5 6 7 8 9 10 Does the document follow the criteria required in terms of subject matter? That is, does the document sufficiently address all the points required by the assignment?
1 2 3 4 5 6 7 8 9 10
Content /30
Does the document reflect a clear and concise purpose? Does the overview efficiently convey its scope? Does the document reflect a clear sense of audience and attention to the audience’s needs? Does the overall document achieve its purpose?
1 2 3 4 5 6 7 8 Does the document include and address only pertinent information? Is the document free of all unnecessary information? In other words, do all the sentences and paragraphs within the document work together and build upon each other to fulfill the intended purpose?
1 2 3 4 5 6 Is the document organized in a logical manner? Are headings and subheading used appropriately (if applicable)?
1 2 3 4 Does the document reflect a clear emphasis on description? Does the document adequately explain and provide sufficient rationales (that is, does the document thoroughly explain “the why” rather than give vague, imprecise descriptions)?
1 2 3 4 5 6 7 8 9 10 11 12
Style /30
Does the document reflect careful attention to word choice? Does the document consistently use word choice that is specific, purposeful, varied, and most accurately conveys meaning?
1 2 3 4 5 6 7 8 Is the document written primarily in active voice and are the sentences constructed in variety of ways to encourage reader engagement?
1 2 3 4 5 6 7 8
Are the transitions between sentences smooth? How about between paragraphs?
1 2 3 4
Does the document reflect a professional writing style that is coherent, clear, and concise? Are sentences and paragraphs constructed in a manner that clearly and accurately conveys meaning, thus executing its intended purpose?
1 2 3 4 5 6 7 8 9 10
Final Comments
English 308 Unit 1: Quick Reference Card Project
Usability Test
Memo (20% of QRC
Grade)
This grade reflects both your usability test questions and your usability test memo synthesizing the results of your test. Among the grading criteria include:
Clarity in goals of usability testing (clarity and correlation of usability test with intended goals – questions, instructions, etc)
Inclusion of sample responses
Clarity of written memo (demonstration of thoughtful analysis of results, clear, professional writing style, reflects careful editing, etc.)
Memo addresses required content
QRC Deliverable (50% of QRC
Grade)
Your final product, the QRC Deliverable, will be graded according to the following criteria.
One, two-sided 8.5 X 11 inch page.
Printer friendly margins.
Creator’s names are listed.
Includes references for images or other information that is not your own
Includes a descriptive title
Describes the aim, purpose, or desired outcome of the procedure in a concise, clearly-written statement.
Shows the location of key parts and explains its functions(if applicable)
Notes needed materials and equipment (if applicable)
Exemplifies the principles of effective design discussed in class (emphasis, alignment, repetition, etc.). Focal points enhance reader understanding.
Insightfully corresponds to the audience’s needs, goals, and values. The superior QRC reflects an advanced awareness of the rhetorical situation—the context (including genre considerations), the target audience (including level of expertise), and the purpose (to educate or inform).
The information included in the QRC is written for a non-expert audience (includes no technical jargon, defines key terms, and uses plain language).
Access points are clear throughout and are rhetorically constructed (to lead scanning eyes).
Design attributes such as font color, face, size, emphasis for title, head, body, caption, callout, header, footer, and any other text; bullet styles for unordered and ordered lists; table design attributes are standardized and develop a professional image.
Color scheme for document builds unity.
Color used rhetorically, contrast in positive ways and analogous when needed.
Graphics are clearly associative with text and they contribute to the reader’s understanding
Graphics look neat, professional, attractive, and easy to read
Clear indicators of where the card starts and stops.
Text is free from grammatical errors.
Text demonstrates the use of active voice in written instructions
Text is free from unnecessary information
Text distinguishes action from supporting information
Headings group related tasks under action-oriented headings
Tasks are arranged in a logical order and clearly listed
Submission of QRC materials follows instructions and requirements
Component Criteria Grade
Documentation Memo
(10% of QRC Grade)
This will be graded according to standards outlined in your Technology Access Memos. The general criteria for grading includes (for more specific criteria, refer to the memo rubric):
Professionalism (professional tone, careful editing—lack of errors, completion of drafts, peer reviews, etc.)
Format and Design – (criteria includes meeting requirements for both subject matter and page formatting)
Content – (clarity of purpose, free of unnecessary information, organization, emphasis on description—evidence/explanation)
Style – (word choice, active sentences, smooth transitions, professional writing style that is clear and concise).
Design Template
(20% of QRC Grade)
This grade reflects your technical descriptions in your Design Template, the specificity of your planned design, and the correlation of your Design Template with the intended purpose of the Documentation Memo and its application in your QRC deliverable. Among the criteria for grading include:
Descriptive title for template
Name of team members and date template was last updated
Thumbnail sketch of your two-page quick reference card layout including specifications for margins, justification, paragraph spacing, column layout, image/icon placement, image captions, note/tip/warning placement, white space use, border placement, and header/footer placement.
Specific listing and/or depiction of design attributes including font color, face, size, emphasis for title, header, body, caption, callout, header, footer, and any other text; color scheme for document; bullet styles for unordered and ordered lists; table design attributes; callout format; and file formats and resolution for icons and graphics.
English 308 Unit 2: Redesign Project (Portfolio)
SECTION CRITERIA POINTS
POSSIBLE
POINTS EARNED
Process and Venue
Selection
Paragraphs
Two processes per team member (one paragraph for each process)
Rationale for possible venue (Instructables, eHow, etc.)
5
Project Proposal
Memo
Addresses all criteria as required in the Project I assignment sheet (Process to Document,
Website Venue, Audience, Preliminary Research, Research Plan, Rationale, Drafting Plan)
Follows conventional memo formatting – 1-inch margins, full block formatting, memo header,
memo overview, memo closing, etc.
Written text is clear and concise; eliminates redundancy
Professionalism – spelling, grammar, sentence construction – text is carefully edited and
proofread
10
Technical
Instruction Portion
(1st
Draft Used)
Includes a completed draft of instructions to document chosen process
Includes relevant images to accompany text
Makes use of principles of segmenting
Displays a clear organizational hierarchy
5
Usability Testing
Portfolio
Written Testing
Instructions for
Testers
Includes pre-testing script introducing the team and explaining purpose of the test; any pre-testing questions for evaluators; information about administering the test; any post-testing questions for evaluators; any post-testing scripts.
Text is clear and concise; exhibits professionalism – spelling, grammar, sentence construction, etc.
5
Written Testing
Instructions for
Evaluators
Includes instructions explaining what evaluators are to do before, during, and after testing.
Explains any practices such as pre-testing/post-testing interviews.
Text is clear and concise; exhibits professionalism – spelling, grammar, sentence construction, etc.
5
Written Usability
Test
Asks specific questions and/or requires evaluators to do specific tasks.
Questions are crafted with clear testing goal in mind (read/locate, performance, understandability, etc.)
5
Description of
environment and
user-testing notes
Concisely describes the testing environment, time, date, location, persons present, and other environmental factors.
Includes a diagram of room layout with placement of computers/other equipment.
Includes notes, if applicable
5
User-Testing
Results Documents
1-page memo providing information about the test itself and its effectiveness; indicates both positive and negative results; synthesizes testing results and explains revisions to documentation
Follows all memo conventions and formatting requirements
Text is clear and concise; exhibits professionalism – spelling, grammar, sentence construction, etc.
10
Video Instruction Demonstrates visual demonstration of process
Exhibits professionalism – video is carefully edited; sound and audio complement visuals, etc.
5
Final Draft of
Documentation
Matches instructions posted on Instructables
Describes the aim, purpose, or desired outcome of the process in a concise, clearly-written
statement.
Notes needed materials and equipment
Shows the location of key parts and explains its functions (if applicable)
Instructions are written for a non-expert audience (includes no technical jargon, defines key
terms, and uses plain language)
Presents steps in a list and is arranged in a logical manner
Uses action-oriented headings
40
Uses active voice and imperative mood
Uses blank space rhetorically for readability and ease of use
Highlights or marks key words in some fashion to denote level of importance
Presents branching steps clearly
Images are clearly associative with text and contribute to the reader’s understanding
Images look neat, professional, attractive, and easy to read
Text is consistent throughout documentation – parallelism, etc.
Text is concise – instructions are not wordy or redundant
Text is free from grammatical errors and exhibits professionalism
Monitoring of
Responses
Includes copies of comments from Instructables
Includes thoughtful responses to comments
Exhibits professionalism
5
TOTAL 100
Additional Comments:
English 308 Unit 2: Redesign Project (Oral Presentations)
Speakers: Project Title: Content Organization and Development In the introduction, the group provides an effective overview of the original Website’s rhetorical context, including its purpose and target audience. In the body of the presentation, the student group makes a convincing case for the need for a redesign of the site, explains what they want to accomplish with the redesign, and details what they propose the redesign to look like. The body also indicates a plan for carrying out the redesign of the project. In the conclusion, the group aptly summarizes key points, thanks their audience, invites questions, and answers questions effectively.
5 4 3 2 1 Exceptional Good Competent Poor Unsatisfactory
Power Point Design and Presentation Visuals The Power Point slides are well-designed and reinforce, but don’t simply repeat, the main points of the presentation. The visuals were easy to see and understand and did not compete with the speakers for the audience’s attention.
5 4 3 2 1 Exceptional Good Competent Poor Unsatisfactory
Speaking Presence The speakers used clear language to get points across and seemed relaxed and poised. They exhibited no distracting vocal or physical mannerisms and made eye contact throughout the presentation. They conveyed a sense of enthusiasm about the project.
5 4 3 2 1 Exceptional Good Competent Poor Unsatisfactory
Redesign Sketch The proposed redesign offers an effective revision of the original Website in that it responds to the needs the readers identified in the presentation. The new design succeeds in improving the document with apt consideration of the Website’s purpose and audience.
5 4 3 2 1 Exceptional Good Competent Poor Unsatisfactory
Collaboration The group seemed well rehearsed and the presentation transitioned smoothly from one group member to the next. Each group member seemed to have done an equal amount of work in preparing and delivering the presentation.
Evaluator Comments:
5 4 3 2 1 Exceptional Good Competent Poor Unsatisfactory
English 308 Unit 3: Formal Report
Formal Report: Professionalism /20 Does the document reflect a professional’s eye for detail? Does the document reflect accessibility and readability? Was all correspondence conducted in a professional manner? 1 2 3 4 5 Is the tone of the document appropriate for its audience? Does the tone of the document adhere to the conventions of the genre? Is the document free of slang or colloquialisms unsuited to a professional working environment? 1 2 3 4 5 Does the document reflect careful editing? Is the document free of grammatical and spelling errors? 1 2 3 4 5 6 7 Did the authors complete all aspects of the assignment (for example, drafts, peer review, workshops, and so forth)? Were all aspects of the assignment completed in a timely manner? 1 2 3 Formal Report: Formal Qualities and Design /20 Does the writer effectively employ design principles in order to achieve a reader-centered document? (font size and style, margins, header, page length, spacing (and so forth)? 1 2 3 4 5 6 7 8 9 10 Does the document follow the criteria required in terms of subject matter? That is, does the document sufficiently address all the points required by the assignment and conform to elements of the genre? 1 2 3 4 5 6 7 8 9 10 Formal Report: Content Development and Ethical Considerations /30 Does the document reflect a clear and concise purpose and establish a line of inquiry? Does the overview efficiently convey its context and scope? Does the document reflect a clear sense of audience and attention to the audience’s needs? Does the overall document achieve its purpose? 1 2 3 4 5 6 7 8 Do all the sentences and paragraphs within the document work together and build upon each other to fulfill the intended purpose? Does the writer use specific details, and strong topic sentences that support excellent paragraph development? 1 2 3 4 5 6 Is the document organized in a logical manner? Are headings and subheading used appropriately (if applicable)? Does the document avoid repetition? Are all outside sources (including visuals) cited appropriately within the text and noted within the appendices? 1 2 3 4 Does the document reflect a clear emphasis on description regarding process and planning through a description of methods used, research results, obtained and an analysis of those results? Does the document adequately explain and provide sufficient rationales regarding recommendation? (that is, does the document thoroughly explain “the why” rather than give vague, imprecise descriptions)? 1 2 3 4 5 6 7 8 9 10 11 12 Formal Report: Style Considerations /30 Does the document reflect careful attention to word choice? Does the writer consistently use word choice that is specific, purposeful, varied, and most accurately conveys meaning? 1 2 3 4 5 6 7 8 Is the document written primarily in active voice and are the sentences constructed in variety of ways to encourage reader engagement? 1 2 3 4 5 6 7 8 Are the transitions between sentences smooth? How about between paragraphs? 1 2 3 4 Does the document reflect a professional writing style that is coherent, clear, and concise? Are sentences and paragraphs constructed in a manner that clearly and accurately conveys meaning, thus executing its intended purpose? 1 2 3 4 5 6 7 8 9 10 Final Comments:
English 308 Unit 4: Reflection Memo
Superior (100-90)
Strong (89-80)
Competent (79-70)
Weak (69-60)
Unacceptable (59 or below)
Re
fle
ctiv
e R
ep
ort
(1
00
%)
Effective and precise use of formatting for the design/genre
Content creates a full picture of your work this semester
Ideas and tone are deeply analytical
Professional and elegant presentation
Paragraphs/slides are unified including strong topic sentences and organizational features
Meets almost all formatting conventions for genre
Content gives the reader a strong picture of your work this semester
Ideas and tone are analytical rather than simply summative
Professional presentation
Paragraphs/slides are unified and organized
Meets some formatting requirements
Content gives the reader an adequate picture of your work this semester
Ideas and tone are somewhat analytical.
Few lapses in professionalism, grammar, mechanics, and/or usage
Mostly unified and organized paragraphs/slides
Meets few format requirements
Content gives imprecise or nonspecific insight regarding your work this semester
Ideas and tone are summative.
Significant lapses in professionalism/ significant errors in grammar/mechanics
Inappropriate organization
Fails to meet most formatting requirements
Content rambles or digresses.
Sloppy, unprofessional presentation; major errors in grammar/ mechanics/usage
Mostly disorganized
English 307/308 Professional Communication Grading Rubric (optional assignment in 307/308)
Superior A
Strong B
Competent C
Weak D
Unacceptable E
Pre
sen
tati
on
an
d D
eliv
ery
(5
0%
)
Consistently uses subject lines that concisely convey the purpose of the email or post.
Consistently uses greetings that convey respect for the audience and establish a rapport appropriate for the situation.
Uses body paragraphs that convey the purpose of the message; paragraphs are concise stick to a point.
Consistently ends with appropriate closings and signatures that establish a rapport with reader.
Signature indicates role and contact information that is pertinent to the audience of the message.
Consistently titles files with last name, assignment title, and date.
Always includes subject lines that are somewhat specific.
Always includes a greeting that is appropriate for audience.
Uses strong body paragraphs; paragraphs are brief and usually stick to one point.
Always ends with an appropriate closing and signature.
Signature indicates role and contact information.
Always includes titles on files attached to the message.
Includes subject lines in most emails and discussion posts
Usually begins with a greetings
Includes body paragraphs in most emails or post; paragraphs may be unclear or lack a central point
Usually ends with a closings and signature
Signature indicates some specifying information. role and contact information
Usually titles file names on attachments
Some emails and posts have subject lines but most are lacking or too vague.
Most emails or posts lack a greeting or the greeting is inappropriate for the situation.
Body paragraphs consistently lack clarity or purpose. Some posts or emails may not have body paragraphs at all.
Most emails or posts lack a closing or the closing is inappropriate for the situation.
Signature line is often missing.
Attachments are not consistently named.
Fails to email or post during the semester when required.
Emails lack subject lines or include subject lines with no relevant information.
Body of the email lacks conventions covered in reading and class discussion (greeting, closing, signature line).
Attachments are unidentifiable or missing.
Styl
e a
nd
Rh
eto
rica
l Aw
are
ne
ss (
50
%)
Emails and posts are timely and appropriate medium.
Includes attachments only when solicited by reader.
Formality of prose is appropriate for the rhetorical situation; conveys professional tone and goodwill.
Writing is exceptionally clear in all emails and posts; writer consistently uses complete words and sentences.
Emails and posts showcase exceptional grammar, spelling, and mechanics.
Writing is concise but concrete—conveys just the information the reader needs to know.
Most emails and posts are timely; email and/or posting usually a strong choice of medium.
Attachments are solicited by reader; one may not be.
Prose is formal, professional, and establishes rapport with reader.
Writing usually clear in most emails and posts. Some may be rushed or incomplete.
Emails and posts showcase strong grammar, spelling, and mechanics.
Writing is typically concise but may lack some important information.
Many emails and posts are timely, but some are not. Emails and posts when required, but may have a few unreasonable emails/posts.
Attachments included when solicited, but two or more may not.
Prose is respectful, but sometimes too casual or formal for the situation.
Writing is fairly clear in most emails and posts.
Emails and posts show adequate grammar, spelling, and mechanics. There may be some issues.
Writing is brief but at times too brief or too long.
Missing some emails or posts; waits to reply to peers or teacher; Sends an inappropriate email or post once.
Includes unsolicited attachments.
Prose lapses in professionalism and may offend some readers.
Significant errors in grammar, mechanics, usage that make writing unclear in many emails and posts.
Emails and posts do not show conventions of business writing style.
Missing most emails or posts or sends an offensive email (“flame” or “biased language”); or chooses this medium inappropriately; fails to respond to teacher or peers’ emails.
Sends unsolicited or harmful attachment(s).
Prose is often incoherent or inappropriate (all capital letters, emoticons, etc.)
Major errors in grammar, mechanics, and usage.
Emails and posts fail to demonstrate business writing style.