ENV4001_rubric_1 - University of South Florida ENV4001:...

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1/4 University of South Florida ENV4001: Environmental Systems Engineering Student Writing Assessment Rubric (version: January 2010) This rubric can be used to evaluate substantial, argument-driven, out-of-class papers. Typically, such papers develop a thesis in which students build a case for a particular analysis, interpretation, or evaluation of data/readings, which leads to recommendations or specific conclusions. The first seven categories or traits included in this rubric are those suggested as essential elements of the “Written Language Skills” competency under USF’s “Foundations of Knowledge and Learning Core Curriculum” (also known as the General Education or Gen Ed curriculum). The final three categories or traits were included as other components of high-quality writing. 5. Exceptional (A+) 4. Very Good (A-) 3. Good (B) 2. Fair (C) 1. Poor (D) 0. Unacceptable (F) 1. Appropriate consideration of audience The paper goes above and beyond the stated requirements or parameters, but does so without diverging from the main topic. The writer exhibits a keen or insightful awareness of the audience’s needs and expectations. The paper addresses all of the stated requirements or parameters of the assignment. The writer exhibits a proper awareness of the audience’s needs and expectations. The paper addresses most of the stated requirements or parameters of the assignment. The writer generally exhibits awareness of the audience’s needs and expectations, but this may be inconsistent throughout the paper. At times the paper may “go off on a tangent” or include extraneous topics. The paper fails to address at least some critical requirements or parameters of the assignment, perhaps addressing a topic or question other than that which was assigned. The writer often does not meet the needs and expectations of the audience. The paper frequently digresses to extraneous topics. The writer shifts between multiple and/or inappropriate audiences because of a lack of reader awareness. The paper is off-topic and/or does not meet the assignment. The writer exhibits a lack of respect to the reading audience, perhaps through the use of disrespectful and/or harsh personal comments. The paper has little or nothing to do with the given assignment. 2. Systematic organization Opening of paper clearly and effectively introduces the main idea of the paper. Coherence devices (transitional words, phrases, sentences) are present, appropriate, and enhance the reader’s understanding. Ideas are organized in a meaningful way and are tightly stitched together. Paragraphs logically and coherently build upon each other. The closing synthesizes ideas from throughout the paper to produce a coherent, convincing, effective argument. Opening of the paper clearly
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This note was uploaded on 06/12/2011 for the course ENV 4001 taught by Professor Staff during the Fall '08 term at University of South Florida - Tampa.

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ENV4001_rubric_1 - University of South Florida ENV4001:...

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