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340 Rubric

CONTENT
 
Outstanding (A range):
 
The topic is valuable and relevant; the paper makes a significant contribution to the audience’s knowledge; the writer distinguishes between a thesis-driven paper and an information-driven paper; in a thesis-driven paper, the thesis is clear, original, and insightful; regarding the subject, the author shows sophistication and significant depth of understanding.
The analysis fully supports the paper’s purpose and conclusion; the reasoning is complex and compelling; the writer’s ideas are thought-provoking and fully developed; the writer’s ideas are explicitly and thoroughly connected to the writer’s thesis; the writer engages in a sophisticated exploration of the issues; the writer’s reasoning is clear and compelling.
The support for the overall argument (topic + analysis) is compelling; the writer uses extremely well-chosen materials; the writer understands the distinction between primary and secondary source material and employs a combination of sources fully appropriate for the writing task; the writer employs source material fully appropriate for the writer’s discipline; the writer employs source material fully appropriate for the writer’s audience; the evidence for the writer’s ideas is clear and compelling.
Visual content adds significant value to the paper; visual content significantly enhances meaning; visual content is used in a sophisticated and compelling way; visual content supports the paper’s purpose and moves forward the paper’s ideas; all visuals are clearly referred to within the text.
 
 
Strong (B range):
 
The topic is valuable and relevant; the paper makes a strong contribution to the audience’s knowledge; the writer distinguishes between a thesis-driven paper and an information-driven paper; in a thesis-driven paper, the thesis is clear; the author shows thorough understanding of the subject.
The analysis fully supports the paper’s purpose and conclusion; the reasoning is clear and articulate, occasionally compelling; the analysis is thoughtful and generally well-developed; the writer’s ideas are generally connected to the writer’s thesis; the writer exhibits some depth and complexity regarding the issues; the writer’s reasoning is generally convincing.
The support for the overall argument (topic + analysis) is effective; the writer uses well-chosen materials; the writer understands the distinction between primary and secondary source material and employs a combination of sources generally appropriate for the writing task; the writer employs source material tailored to the writer’s discipline; the writer employs source material generally appropriate for the writer’s audience; the evidence for the writer’s ideas is consistent and reliable.
Visual content is valuable and relevant; visual content is used consistently and reliably to provide meaning; visual content supports the paper’s purpose and ideas; all visuals are clearly referred to within the text.
 
 
Adequate (C range):
 
The topic is valuable and relevant; the paper makes some contribution to the audience’s knowledge; the writer distinguishes between a thesis-driven paper and an information-driven paper; in a thesis-driven paper, the thesis is clear; the writer exhibits competence regarding the subject.
The analysis adequately supports the paper’s purpose and conclusion; the writer’s ideas are generally connected to the writer’s thesis but may not be fully or consistently developed; the writer exhibits a competent understanding of the issues; the writer’s reasoning is clear and thoughtful.
The support for the overall argument (topic + analysis) is adequate; the writer’s source materials are credible but not comprehensive; the writer’s use of source materials is reasonable for the writer’s discipline, audience, and task, but may not be fully consistent or thorough; the evidence for the writer’s ideas is sufficient.
Visual content is valuable and relevant; visual content is used with some consistency; all visuals are referred to within the text.
 
 
Poor (D range):
 
The topic is not valuable and not relevant; the paper makes little to no contribution to the audience’s knowledge; the writer does not distinguish clearly between a thesis-driven paper and an information-driven paper; in a thesis-driven paper, the thesis may be unclear, derivative, or simplistic; the writer shows limited understanding of the subject.
The analysis does not support the paper’s purpose and conclusion; the writer’s ideas are not adequately connected to her or his thesis; the writer exhibits only a rudimentary understanding of the issues; the writer’s reasoning is flawed or unconvincing.
The support for the overall argument (topic + analysis) is ineffective; the source materials are inadequate for the writing task, the writer’s discipline, or the writer’s audience; the evidence for the writer’s ideas is insufficient or unconvincing.
Visual content is ineffective, irrelevant, or inconsistent; visuals not referred to within the text.
 
 
Inadequate (F range):
 
The topic is not valuable and not relevant; the topic may be impossible to discern; the paper makes little to no contribution to the audience’s knowledge; in a thesis-driven paper, the thesis is unclear or absent; the writer shows significantly limited understanding of the subject.
The analysis does not support the paper’s purpose or conclusion; the writer’s ideas are not comprehensible; the writer exhibits little to no understanding of the issues; the writer’s reasoning is significantly flawed, unconvincing, or incomplete.
The support for the overall argument (topic + analysis) is severely lacking; the writer uses inappropriate source materials or none at all; the source materials are not integrated into a coherent whole; the evidence for the writer’s ideas is insufficient or absent.
Visual content is ineffective, irrelevant, inconsistent, or absent; visuals not referred to within the text.
 
 
ORGANIZATION
 
Outstanding (A range):
 
The paper exhibits a strong and overt organizing principle; the writer has clearly designed the paper’s structure to further the paper’s purpose and meaning.
Paragraph structure, length, and sequence are flawlessly designed to further the paper’s purpose and meaning; paragraphs strongly contribute to making the writer’s ideas and information readily accessible to the reader.
Key ideas are consistently clear and accessible. The supporting text is consistently organized around those key ideas and located optimally to develop those key ideas.
Sentences are presented in optimal order.
Introductions, conclusions, point sentences, and transitions consistently provide continuity and facilitate a reader’s access to the writer’s ideas and information.
 
 
Strong (B range):
 
The paper exhibits a strong and overt organizing principle; the paper’s structure generally furthers its purpose and meaning.
Paragraph structure, length, and sequence generally function to further the paper’s purpose and meaning; paragraphs contribute to making the writer’s ideas and information accessible to the reader.
Key ideas are clear and accessible. The supporting text is organized around those key ideas and the location of the supporting text furthers the development of those ideas.
Sentences are sequenced to further meaning.
Introductions, conclusions, point sentences, and transitions generally provide continuity and facilitate a reader’s access to the writer’s ideas and information.
 
 
Adequate (C range):
 
The paper has a discernible organizing principle; the paper’s structure does not hinder the paper’s purpose and meaning.
Paragraph structure, length, and sequence are adequate to the writing task; paragraphs do not hinder the reader’s access to the writer’s ideas and information.
Key ideas are generally clear and accessible. The supporting text is generally organized around those key ideas, with only occasional exceptions, and the location of the supporting text generally furthers and does not often hinder the development of those ideas.
Sentences are presented in adequate order.
Introductions, conclusions, point sentences, and transitions provide continuity and facilitate a reader’s access to the writer’s ideas and information most of the time with only the occasional exception.
 
 
Poor (D range):
 
The paper does not have an adequate organizing principle; the paper’s structure detracts from the paper’s purpose and meaning; the paper’s structure makes it difficult for a reader to understand the writer’s ideas and information.
Paragraph structure, length, and sequence are flawed.
Key ideas are not generally clear and accessible. If they are there at all, they are not located so that readers can consistently find them. The supporting text is not organized around the key ideas and its location seems occasionally haphazard.
Sentence sequences do not entirely make sense.
Introductions, conclusions, point sentences, and transitions do not provide continuity and do not facilitate a reader’s access to the writer’s ideas and information.
 
 
Inadequate (F range):
 
The paper does not have a discernible organizing principle; the paper’s structure significantly detracts from the paper’s purpose and meaning; the paper’s structure interferes with the reader’s access to the writer’s ideas and information.
Paragraph structure, length, and sequence are significantly flawed.
Key ideas are absent, unclear, or inaccessible. Readers find it very difficult to find them. Any supporting text seems disconnected from key ideas and haphazardly located.
Sentence order seems haphazard.
Introductions, conclusions, point sentences, and transitions are absent or interfere with the reader’s access to the writer’s ideas and information.
 
 
ACCESSIBILITY
 
Outstanding (A range):
 
Syntax elevates the value and relevance of the topic and effectiveness of the subsequent analysis and support within its intended context.
Editing errors are virtually non-existent, thereby easing comprehension.
Layout is robust and provides heightened navigation of the text; balance, alignment, and grouping are dynamic and give a distinct sense of order on the page; visuals are strategically placed near the text they augment.
Formatting purposefully enhances the organizational elements; titles, headings and subheadings, bullets and lists, and typographical devices are dynamic; visuals are distinctly labeled and include figure number, figure name or title, source, and description.
 
 
Strong (B range):
 
Syntax reinforces the value and relevance of the topic and effectiveness of the subsequent analysis and support within its intended context.
Editing errors are infrequent and often inconsequential to comprehension.
Layout is potent and facilitates navigation of the text. Balance, alignment, and grouping are active and give a clear sense of order on the page. Visuals are deliberately placed near the text they augment.
Formatting enhances the organizational elements; titles, headings and subheadings, bullets and lists, and typographical devices are definite; visuals are clearly labeled and include figure number, figure name or title, source, and description.
 
 
Adequate (C range):
Syntax is appropriate for the topic and the subsequent analysis and support within its intended context.
Editing errors are present though they detract little from comprehension.
Layout is sound and navigation of the text is practicable. Balance, alignment, and grouping are apparent, though there is no distinct sense of order on the page. Visuals are placed near the text they augment.
Formatting aides the organizational elements; titles, headings and subheadings, bullets and lists, and typographical devices are apparent; visuals are labeled and include figure number, figure name or title, source, and description, though perhaps in a limited fashion.
 
 
Poor (D range)
Syntax is intended to be appropriate for both the topic and the subsequent analysis and support. Intended context may still be complete and discernable.
Editing errors are numerous and detract from comprehension.
Layout is intended to be sound, yet impedes navigation of the text. Balance, alignment, and grouping are inconsistent; there is limited order on the page. Visuals are inconsistently placed near the text they augment.
Formatting is intended to aid the organizational elements; titles, headings and subheadings, bullets and lists, and typographical devices are inconsistent; visuals are incompletely labeled with figure number, figure name or title, source, and description.
 
 
Inadequate (F range)
Syntax detracts from or is inappropriate to both the topic and the subsequent analysis and support. Intended context is ambiguous or incomplete.
Editing errors are numerous and persistent and interfere with comprehension.
Layout is weak, perhaps indiscernible; balance, alignment, and grouping are unordered; navigation of the text is restricted. Visuals are haphazardly placed in the text, if present at all.
Formatting inhibits the organizational elements; titles, headings and subheadings, bullets and lists, and typographical devices are limited, if present; visuals are improperly labeled, if at all, or are not present.