COMMON ASSIGNMENT ROUGH DRAFT SUMMARY AND RESPONSES ESSAY

SLO #1 Thesis, Organization, and Development:

Students will write compositions containing a focused thesis developed by a logical sequence of detailed support.

ACCOMPLISHED (SCORE OF 5)

Thesis is easily identified, clearly stated, and sufficiently narrow in focus. It’s also creative and insightful.
Organization provides a solid framework for support of thesis. Sequence of ideas is clear and logical. Transitions are used effectively.
Development strongly correlates with and substantially proves the thesis. Generalizations are supported by convincing evidence and reasoning.

ACCOMPLISHED/DEVELOPING (SCORE OF 4)

Better than Developing but not quite Accomplished.

DEVELOPING (SCORE OF 3)

Thesis can be identified. It is clearly stated for the most part, but it may need to be focused into a narrower scope. It is not particularly creative or insightful.
Organization is adequate but may come across as forced or formulaic. Sequence of ideas is clear and logical. Transitions are used but may sound mechanical.
Development correlates with thesis and somewhat proves the thesis. Some generalizations may need more and/or better support than they were given. 

DEVELOPING/BEGINNING (SCORE OF 2)

Better than Beginning but not quite Developing.

BEGINNING (SCORE OF 1)

Thesis is not present or cannot be identified because it is not clearly stated.
Organization is not discernible, or falls apart. Sequence of ideas is unclear and/or illogical. Transitions are missing or used inappropriately.
Development is practically nonexistent. Generalizations either have no specific support at all or have support that does not correlate with or prove the thesis.

SLO #2 Rhetorical Situation:

Students will appropriately and consistently address the specifics of the chosen rhetorical situation (the intended genre, audience, and purpose).

ACCOMPLISHED (SCORE OF 5)

The level of formality, degree of explanation, word choice, and tone consistently and effectively support the paper’s intended genre, audience, and purpose.

ACCOMPLISHED/DEVELOPING (SCORE OF 4)

Better than Developing but not quite Accomplished.

DEVELOPING (SCORE OF 3)

For the most part, the level of formality, degree of explanation, word choice, and tone match the paper’s genre, audience, and purpose; however, there are some instances of inconsistency or ineffectiveness.

DEVELOPING/BEGINNING (SCORE OF 2)

Better than Beginning but not quite Developing.

BEGINNING (SCORE OF 1)

The level of formality, degree of explanation, word choice, and/or tone frequently violate the conventions of the selected genre, fail to fit the chosen audience, and/or undermine the intended purpose.

SLO #3 Source Integration:

Students will integrate source citations (direct quotes, paraphrases, summaries, and other borrowings) effectively with original writing according to the documentation style specified by the assignment.

ACCOMPLISHED (SCORE OF 5)

There is a strong range of source citations that effectively support and inform original ideas. Citations are smoothly integrated in a coherent, convincing manner. There are few to no errors in documentation, and none are major.*

ACCOMPLISHED/DEVELOPING (SCORE OF 4)

Better than Developing but not quite Accomplished.

DEVELOPING (SCORE OF 3)

There is an adequate range of source citations to support and inform original ideas. Citations are integrated fairly well but not as smoothly, coherently, or convincingly as they could have been. There are some errors in documentation, but none are major.*

DEVELOPING/BEGINNING (SCORE OF 2)

Better than Beginning but not quite Developing.

BEGINNING (SCORE OF 1)

There is an insufficient range of source citations to support and inform original ideas. Citations provided do not directly support the original writing, and/or they are not presented in a logical, coherent fashion. There are multiple errors in documentation, some of which are major.*

* Major documentation errors include (a) having no works cited list at all or one that does not match the sources used in the paper; (b) borrowing from a source (quote or paraphrase) with no attempt at attribution at all.

SLO #4 Effective Editing:

Students will present final draft writing that has been effectively edited to conform to Edited Standard Written English (ESWE).

ACCOMPLISHED (SCORE OF 5)

The final draft contains virtually no errors, or so few of consequence that they are barely noticeable. None of the errors result in sentences that are incomprehensible or that require multiple readings to understand.

ACCOMPLISHED/DEVELOPING (SCORE OF 4)

Better than Developing but not quite Accomplished.

DEVELOPING (SCORE OF 3)

The final draft contains some major and minor errors. The reader may be distracted by these errors, but not to the point of completely disengaging. In a few cases, these errors may result in sentences that require multiple readings before the intended meaning is understood, but none are completely incomprehensible.

DEVELOPING/BEGINNING (SCORE OF 2)

Better than Beginning but not quite Developing.

BEGINNING (SCORE OF 1)

The final draft contains numerous major and minor errors to the point that meaning, reader engagement, and/or writer credibility is completely lost.

SLO #5 Writing Process:

Students will apply the writing process to assigned projects.

YES (SCORE OF 1)

For this assignment, the student completed at least three separate stages of the writing process.*

NO (SCORE OF 0)

For this assignment, the student did not complete at least three separate stages of the writing process.*

* These three writing stages are defined by the instructor. They can be any of the following combinations:

• Prewriting, rough draft, final draft
• Rough draft, peer review, final draft
• Thesis check, rough draft, revised draft
• Rough draft, final draft, corrected draft
• Basically be any scenario in which the student goes through 3 separate rounds of writing that happen over time (not in one sitting).