301 Editorial Rubric, By Leslie Bruce

SLO
1

Write
for a
specific
audience
and
purpose.

Find,
evaluate,
select,
synthesiz
e,
organize,
ethically
cite, and
present
informatio
n from a
variety of
sources
appropriat
e to their

Absent or
Below Basic
Audience's
needs are
often not
recognized:
terms and
ideas need
explanation
and
language
needs
adjustment
for the
audience.
Purpose (to
argue a
position
persuasivel
y) isn't
clear or
achieved.

Omits or
uses
incorrectly
MLA- or
APA-style
parenthetic
al citations,
quotation
marks, and
works cited
list. Drops
quotations
and ideas
into text
without

Developing

Proficient

Advanced

Comments

Shows
some
attention
to
audience's
needs,
sometimes
defining
necessary
terms and
ideas and
using
audienceappropriat
e
language.
Purpose
(to argue a
position
persuasivel
y) may be
unclear at
times, and
it may not
be
achieved
convincingl
y.
A few
errors in
MLA- or
APA-style
parentheti
cal
citations,
quotation
marks, and
works
cited list.
Often
includes
sources
without

Usually
shows
attention to
audience's
needs,
defining
necessary
terms and
ideas and
using
audienceappropriate
language.
Purpose (to
argue a
position
persuasivel
y) may be
implied, but
it's clear
and
achieved.

Shows
sophisticate
d attention
to
audience's
needs,
defining
necessary
terms and
ideas and
using
audienceappropriate
language.
Purpose (to
argue a
position
persuasivel
y) is clear
and
achieved
with style.

Topic:
"why tap
water is
better
than you
think". The
control
idea is
clear,
audience
can easy
to
understan
d the idea.
The writing
style is
interesting
when the
essay talk
about how
water
important
with
human
body.

Correctly
uses MLAor APA-style
parenthetic
al citations,
quotation
marks, and
works cited
list. Usually
introduces
each source
fully (as
necessary)
reader
knows who

Correctly
uses MLAor APA-style
parenthetic
al citations,
quotation
marks, and
works cited
list.
Introduces
each source
fully (as
necessary)
reader
knows who

APA-style
citations
was used.
Have some
idea did
not have
clear
source. In
the
paragraph
#4 which
have many
quotation
marks,
should

disciplines
.

introducing
source.
Frequently
uses
irrelevant
or
unpersuasi
ve sources
or relies
exclusively
on one
source.

Compare,
contrast,
and
synthesiz
e carefully
and
objectivel
y the
relative
merits of
alternativ
e or
opposing
argument
s,
assumptio
ns, and
cultural
values.
4 Organize
ones
thoughts
and
communic
ate them
clearly
and
persuasiv
ely to
address a
rhetorical

Fails to
support
claims with
relevant
reasoning
and/or
specific
evidence.
Objectivity
and a
controlling
idea may
be lacking.

Organizatio
nal devices
(controlling
idea,
headings,
subheading
s, topic
sentences,
transitions)
may be
absent,
unrelated

introductio
n in cases
when
introductio
n is
necessary.
Sometimes
relies too
heavily on
a single
source or
uses
irrelevant
or
unpersuasi
ve sources.
Attempts
to support
claims with
reasoning
and
evidence,
but
specificity
and/or
objectivity
may be
lacking. A
controlling
idea may
be missing
or implied.

did the
research or
communica
ting, for
whom, and
why. Use of
sources is
usually
diverse,
relevant
and
persuasive.

did the
research or
communica
ting, for
whom, and
why. Use of
sources is
always
diverse,
relevant
and
persuasive.

rewrite the
idea in
quotations

Usually
supports
the
controlling
idea and
paragraph
claims with
relevant,
thorough,
and
insightful
reasoning
and specific
evidence.
Usually
maintains
objectivity.

Supports
the
controlling
idea and
paragraph
claims with
relevant,
thorough,
and
insightful
reasoning
and specific
evidence.
Maintains
objectivity.

The
supports
evidence
is very
good I like
the
evidence
from CSUF

Organizati
onal
devices
(controlling
idea,
headings,
subheadin
gs, topic
sentences,
transitions)
fit the
prompt,

Clear
organizatio
nal devices
(controlling
idea,
headings,
subheading
s, topic
sentences,
transitions)
fit the
prompt and

Clear,
specific
organizatio
nal devices
(thesis,
topic
sentences,
headings,
transitions)
fit the
prompt and
tie ideas

Organizati
onal is ok
but need
more
managerm
ent maybe
you can
have some
your selfcomment
in your
evidences,

situation.

5 Recognize
,
evaluate,
and
employ
the
features
and
contexts
of
language
and
design
that
express
and
influence
meaning
and that
demonstr
ate
sensitivity
to gender
and
cultural
difference
s.

to the
prompt, or
illogically
connected.
Ps contain
multiple
topics or
are
disorganize
d.
Spelling,
syntax,
diction, or
punctuatio
n errors
impede
readability.
Language
may reflect
a gender or
cultural
bias.
Design may
be
unconventi
onal and
ineffective.

but may
be vague,
too broad,
or
inconsisten
ly or
illogically
linked. Ps
may not be
unified.
Spelling,
syntax,
diction, or
punctuatio
n errors
often
impede
readability
or
otherwise
distract
from
meaning.
Language
may
occasionall
y suggest
a gender
or cultural
bias.
Design
may be
inconventi
onal or
ineffective.

tie ideas
and topics
together
adequately.
Ps are
usually
unified.

and topics
together
logically
and
seamlessly.
Paragraphs
are unified.

Spelling,
syntax,
diction, or
punctuation
errors are
few and do
not distract
from
meaning.
Language
respects
gender and
cultural
differences.
Design is
conventiona
l and
effective.

Outstanding
control of
language,
including
effective
diction and
sentence
variety.
Language
respects
gender and
cultural
differences.
Design is
conventiona
l and
effective.

Maybe the
paper is
just a first
draft but
spelling
and
writing
style is
good.
However,
the
conclusion
part pretty
too simple.
You can reword or
add more
comment
in the last
part.