WSCC Institutional WritingAssessment Rubric

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The rubric appears below, but it can also be downloaded as a Word file.



4 Highly Competent 3 Competent 2 Emerging 1 Not Competent
Audience & Purpose Who are you writing to and why? The writing demonstrates a strong and clear understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work. The writing demonstrates a competent understanding of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). The writer demonstrates an emerging understanding of context, audience, and purpose in regards to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions). The writing demonstrates very little to no understanding of context, audience, and purpose in regards to the assigned tasks(s) (e.g., expectation of instructor or self as audience).
Content The ''meat'' of the paper. Is there sufficeint and appropriate content?   The writing displays all appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. The writing displays mostly appropriate, relevant, and compelling content to shape the whole work, but includes some irrelevant content to fill in certain portions of the text.   The writing displays some appropriate and relevant content to begin exploring ideas through portions of the work, but includes a large amount of unnecesssary or irrelevant material. The writing displays very little to no appropriate or relevant content.
Structure and Organization How well is the work organized? The writing displays clearly and effectively organized information that is structured around a strongly identified central idea. Paragraphing and transitions are also clear and appropriate. The writing displays an adequate organizational structure that competently uses paragraphing and transitions. Small improvements in consitency of these elements could be made. The writing displays some sequencing of information. Paragraphing and transitions are attempted but inconsitent. The writing displays very little to no organizational structure with very weak or no paragraphing/ transitions.
Sources (if applicable) and Evidence Does the work use credible sources and evidence? Are outside sources used effectively to support the writing? Are ideas effectively supported? The writing displays strong use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. Ideas and concepts are fully developed with sufficient relevant evidence, well chosen to fully and fairly defend claims or richly illustrate ideas. The writing displays adequate use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. Ideas and concepts are mostly developed with fairly sufficient and relevant evidence to adequately and fairly defend claims or illustrate ideas. The writing displays an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Ideas and concepts are somewhat developed with evidence to defend claims or illustrate ideas. Evidence is not always relevant or suffiecient. The writing displays very little to no credible and/or relevant sources to support ideas in the writing.   Ideas and concepts display very little to no support. Or support/ evidence is entirely irrelevant.
Genre and Disciplinary Conventions Does the writing fit the discipline (psychology, history, science, etc.) and/or genre (lab report, business memo, research paper, etc.)? The writing demonstrates strong and detailed attention to and successful execution of a wide range of rules/conventions particular to a specific discipline and/or writing task (s), including: organization, content, presentation, formatting, and stylistic choices. The writing demonstrates adequate use of important rules/ conventions particular to a specific discipline and/or writing task(s), including: organization, content, presentation, formatting, and stylistic choices. The writing demonstrates an attempt to follow the rules/ conventions appropriate to a specific discipline and/or writing task(s) for basic organization, content, presentation, formatting, and stylistic choices. The writing demonstrates very little to no attempts to follow the rules/conventions appropriate to a specific discipline and/or writing task(s).
Control of Syntax and Mechanics Grammar, mechanics, and correct APA/MLA formatting (if applicable). The writing displays strong use of clear and concise language that skillfully communicates meaning to readers with precision and fluency, and is virtually error-free. The writing displays adequate use of straightforward language that generally conveys meaning to readers. The language in the writing has some errors. The writing displays an attempt to use clear and concise language that vaguely conveys meaning to readers with some ease, although it includes a noticeable amount of errors. The writing displays very little to no attempt to use clear and concise language that conveys meaning to readers, and it includes a large amount of errors.