appendix d. rubrics for 307.308.pdf
TRANSCRIPT
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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 units 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 units 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). Thisrubric is to clearly articulate the expectations for these communications.
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English 307
Memo of Introduction
Superior Strong Competent Weak Unacceptable
WritingandContent(50%)
Content answers all
required, reflecting strong
understanding of
audience
Uses direct, active
wordswriting
demonstrates
conciseness, clarity, and
brevityWriting 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
confusionAppropriate, 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 lackingin 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 coherenceWord choice is vague
and/or lacks variety, may
include clichs.
Inconsistent tone
Fails to cover the
minimal information
required/ includes
inappropriate info
Wordiness and
redundancies
Problems of
coherence/
digressionsInappropriate word
choice
Inappropriate/
unprofessional tone
Superior Strong Competent Weak Unacceptable
ProfessionalPresentationandDelivery(50%)
Meets all formatting
requirements listed on
checklist and in
assignment prompt (zero
or 1 inconsistencies)
Effective revision frompersonal 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 draftsProfessional 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 draftsFew 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 personalnarrative
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
narrativeSloppy,
unprofessional
presentation; major
errors in grammar/
mechanics/usage
No paragraph breaks
and/or follows no
conventions of a
memo
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English 307
Unit 1: Job Analysis Materials RubricCRITERIA 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
Rsum
Clean of formatting, Uses noun phrases, No more than 2 pages, 1margins, 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 readers 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
Professionalismspelling, 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; Rsum 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
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English 307:
Unit 2: Client Research & Proposal RubricSECTION 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 unifiedThanks the client for participating
5
Field Research Interview transcription is clear and ethical
Questions are balanced in that some are scripted and ot hers are clearly follow up/responsive to the
interviewee
The following information is articulated in the interview: organizations 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 proposalDenotes 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 a nd creativity
Free of spelling and grammar errors
5
Abstract Abstract is concise (1 paragraph)
Summarizes the proposal (the entire thing)
Offers necessary information of the sections to follow the abstract
5
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Offers time line for deliverables
Indicates costs
Tone is clearly analytical versus simply summative
Free of spelling and grammar errors
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)
Free of spelling and grammar errors
Sentences flow logically and lead into one another with transitions.
Active verbs abound and sentences are constructed in a v ariety of ways to encourage reader
engagement.
Sentences are clear and woven into the text such t hat 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 purpo se.
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 out lined 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 or ganization
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
Free of spelling and grammar errors
Sentences flow logically and lead into one another with transitions.
Active verbs abound and sentences are constructed in a v ariety of ways to encourage reader
engagement.
Sentences are clear and woven into the text such that each sentence transitions logically from thosearound it.
There is an interrelatedness to all of the details offered in the document, which builds a single purpo se.
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 t he deliverables
Progress checks describes methods of evaluation
There is a visual or other too l 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
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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
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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 presentat
no eye contact
No gestures and
distracting
fidgeting is pres
No movement
Monotone,
inaudible, exces
verbal ticks,
aggressive tone
Content:
Project Overview,
Client Context,
Progress Time line,
Project Development
Presentation addresses all areas of the
project sufficiently and includesinformation 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 sufficientlyPresenters 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 audiencemay 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 superficiallyPresenters 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
or more areasUnsubstantial
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 audiences
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 distrac
and/or creates
confusion for th
audience
Text may be
incoherent and
errors are majo
Deliverable(s) Deliverable clearly responds to the client
context provided in the presentationDesign of the deliverable exhibits
ingenuity, creativity, and a professional
and practical approach to the clients
wishes
Deliverables rhetorical purpose is
evident
Students solicit from and engage with
audience on design revisions
Deliverable responds to the client
context provided in thepresentation, though there may
be one or two questions from the
audience
Design of the deliverable exhibits
creativity; it is a practical solution
to the clients 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, butaudience 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 thepresentation 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 drafthe draft reflect
minimal design
effort
Rhetorical purp
is absent
Students do not
engage with
audience on de
revisions
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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 audiences existing knowledge and understanding
Clearly addresses clients 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
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English 307
Unit 4: Reflection & Peer- and Self-Evaluation
Superior
(40-36)
Strong
(35-32)
Competent
(31-28)
Weak
(27-24)
Unacceptable
(23-0)
PeerandSelfEvalua
tion(40%)
Content confirms
evaluations of other group
members
Content demonstrates
exceptional critical and
self-awareness
Writing uses strong,
specific evidence tosupport 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 claimsTone is professional
Content confirms some
evaluations of other group
members
Content demonstrates a
some critical and self-
awareness
Writing uses some evidence
to support claimsTone 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 supportclaims
Inconsistent tone
Content refutes the
evaluations of the
other members
Content demonstrates
no critical and self-
awareness
Little to no evidence
to support claimsUnprofessional tone
Superior
(60-54)
Strong
(53-48)
Competent
(47-42)
Weak
(41-36)
Unacceptable
(35-0)
ReflectiveReport(60%
)
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
Professional and elegant
presentation
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
Professional presentation
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.
Few lapses in professionalism,
grammar, mechanics, and/or
usage
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
Fails to meet most
formatting
requirements
Content rambles or
digresses.
Sloppy,
unprofessional
presentation; major
errors in grammar/
mechanics/usage
Mostly disorganized
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English 308
Technology Access Memo
Professionalism /20
Does the document reflect a professionals 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 audiences 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
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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 readerengagement?
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
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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 goalsquestions, 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.
Creators namesare listed.
Includes references for images or other information that is not your own
Includes a descriptive titleDescribes 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 audiences needs, goals, and values. The superior QRC reflects an advanced awareness of
the rhetorical situationthe 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 readers 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 editinglack 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 descriptionevidence/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.
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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 formatting1-inch margins, full block formatting, memo header,
memo overview, memo closing, etc.
Written text is clear and concise; eliminates redundancy
Professionalismspelling, grammar, sentence constructiontext 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 TestingInstructions 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 professionalismspelling, 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.
Text is clear and concise; exhibits professionalismspelling, grammar, sentence construction,
etc.
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
Text is clear and concise; exhibits professionalismspelling, grammar, sentence construction,
etc.
10
Video Instruction Demonstrates visual demonstration of process
Exhibits professionalismvideo 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
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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 readers understanding
Images look neat, professional, attractive, and easy to read
Text is consistent throughout documentationparallelism, etc.
Text is conciseinstructions are not wordy or redundantText 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:
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7/23/2019 Appendix D. Rubrics for 307.308.pdf
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English 308
Unit 2: Redesign Project (Oral Presentations)
Speakers:
Project Title:
Content Organization and DevelopmentIn the introduction, the group provides an effective overview of the original Websites 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 dont 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 audiences attention.
5 4 3 2 1
Exceptional Good Competent Poor Unsatisfactory
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.
5 4 3 2 1
Exceptional Good Competent Poor Unsatisfactory
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 Websites purpose and audience.
5 4 3 2 1Exceptional Good Competent Poor Unsatisfactory
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:
5 4 3 2 1
Exceptional Good Competent Poor Unsatisfactory
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7/23/2019 Appendix D. Rubrics for 307.308.pdf
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English 308
Unit 3: Formal ReportFormal Report: Professionalism /20
Does the document reflect a professionals 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 thedocument 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 c lear and concise purpose and establish a line of inquiry? Does the overview efficiently convey its context and scope?
Does the document reflect a c lear sense of audience and attention to the audiences 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 c lear 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 whyrather 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:
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7/23/2019 Appendix D. Rubrics for 307.308.pdf
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English 308
Unit 4: Reflection Memo
Superior
(100-90)
Strong
(89-80)
Competent
(79-70)
Weak
(69-60)
Unacceptable
(59 or below)
ReflectiveReport(100%)
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
Professional and elegant
presentation
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
Professional presentation
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.
Few lapses in professionalism,
grammar, mechanics, and/or
usage
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
Fails to meet most
formatting
requirements
Content rambles or
digresses.
Sloppy,
unprofessional
presentation; major
errors in grammar/
mechanics/usage
Mostly disorganized
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English 307/308
Professional Communication Grading Rubric (optional assignme
Superior
A
Strong
B
Competent
C
Presen
tationandDelivery(50%)
Consistently uses subject lines that
concisely convey the purpose of
the email or post.
Consistently uses greetings thatconvey 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 foraudience.
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
greetingsIncludes 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
Som
subj
lack
Mosgree
inap
Bod
lack
post
bod
Mos
clos
inap
Sign
Atta
cons
StyleandRhetoricalAwareness(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.
Miss
wait
teac
inap
once
Inclu
atta
Pros
and
Sign
mec
writ
and
Ema
conv
style