301 EDITORIAL RUBRIC

SLO
1. Write for a
specific
audience and
purpose.

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
persuasively)
isn't clear or
achieved.

2. Find,
evaluate,
select,
synthesize,
organize,
ethically cite,
and present
information
from a
variety of
sources
appropriate
to their
disciplines.

Omits or uses
incorrectly
MLA- or APAstyle
parenthetical
citations,
quotation
marks, and
works cited
list. Drops
quotations and
ideas into text
without
introducing
source.
Frequently
uses irrelevant
or
unpersuasive
sources or
relies
exclusively on
one source.

3. Compare,
contrast, and
synthesize
carefully and
objectively
the relative
merits of
alternative or

Fails to
support claims
with relevant
reasoning
and/or specific
evidence.
Objectivity
and a

Developing

Proficient

Advanced

Comments

Shows some
attention to
audience's
needs,
sometimes
defining
necessary
terms and
ideas and
using
audienceappropriate
language.
Purpose (to
argue a
position
persuasively)
may be unclear
at times, and it
may not be
achieved
convincingly.
A few errors in
MLA- or APAstyle
parenthetical
citations,
quotation
marks, and
works cited
list. Often
includes
sources
without
introduction in
cases when
introduction is
necessary.
Sometimes
relies too
heavily on a
single source
or uses
irrelevant or
unpersuasive
sources.
Attempts to
support claims
with reasoning
and evidence,
but specificity
and/or
objectivity
may be

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

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

Does a good
job of
defining most
terms. A few
concepts seem
vague to the
unexperience
d reader.
Position
indicated but
not
persuasively
conveyed.
Presents
compelling
evidence to
both support
and oppose
position.

Correctly uses
MLA- or APAstyle
parenthetical
citations,
quotation
marks, and
works cited list.
Usually
introduces each
source fully (as
necessary)
reader knows
who did the
research or
communicating
, for whom, and
why. Use of
sources is
usually diverse,
relevant and
persuasive.

Correctly uses
MLA- or APAstyle
parenthetical
citations,
quotation
marks, and
works cited list.
Introduces each
source fully (as
necessary)
reader knows
who did the
research or
communicating
, for whom, and
why. Use of
sources is
always diverse,
relevant and
persuasive.

Appropriately
uses MLA
format. Uses
credible
sources that
add to the
authority.

Usually
supports the
controlling idea
and paragraph
claims with
relevant,
thorough, and
insightful

Supports the
controlling idea
and paragraph
claims with
relevant,
thorough, and
insightful
reasoning and

Similar to
below.
Examples are
specific and
relevant;
however,
based on
examples it is

301 EDITORIAL RUBRIC

opposing
arguments,
assumptions,
and cultural
values.

controlling
idea may be
lacking.

lacking. A
controlling
idea may be
missing or
implied.

reasoning and
specific
evidence.
Usually
maintains
objectivity.

specific
evidence.
Maintains
objectivity.

4. Organize
ones
thoughts and
communicate
them clearly
and
persuasively
to address a
rhetorical
situation.

Organizational
devices
(controlling
idea, headings,
subheadings,
topic
sentences,
transitions)
may be absent,
unrelated to
the prompt, or
illogically
connected. Ps
contain
multiple topics
or are
disorganized.

Organizational
devices
(controlling
idea, headings,
subheadings,
topic
sentences,
transitions) fit
the prompt, but
may be vague,
too broad, or
inconsistently
or illogically
linked. Ps
may not be
unified.

Clear
organizational
devices
(controlling
idea, headings,
subheadings,
topic sentences,
transitions) fit
the prompt and
tie ideas and
topics together
adequately. Ps
are usually
unified.

Clear, specific
organizational
devices (thesis,
topic sentences,
headings,
transitions) fit
the prompt and
tie ideas and
topics together
logically and
seamlessly.
Paragraphs are
unified.

5.
Recognize,
evaluate, and
employ the
features and
contexts of
language and
design that
express and
influence
meaning and
that
demonstrate
sensitivity to
gender and
cultural
differences.

Spelling,
syntax, diction,
or punctuation
errors impede
readability.
Language may
reflect a
gender or
cultural bias.
Design may be
unconventiona
l and
ineffective.

Spelling,
syntax, diction,
or punctuation
errors often
impede
readability or
otherwise
distract from
meaning.
Language may
occasionally
suggest a
gender or
cultural bias.
Design may be
unconventiona
l or ineffective.

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

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

hard to
determine
which side
you are
taking. Not
convincing to
either side.
The paper
almost seems
like a profile
than a
persuasive
paper. I know
the position
you are
taking;
however,
position
examples and
counter
examples are
of even
weight. This
makes it hard
for me to be
persuaded to
take your
position,
which is what
you
ultimately
want me to
do.
Has some
run-on
sentences and
minor
punctuation
errors.