appendix d: grading rubrics for 307 & 308...

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


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


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)


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


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


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


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.


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


Content rambles or digresses.


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.


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


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.


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.


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.


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:


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


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


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.


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


Content rambles or digresses.


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.