Dr. Tom Mathews
Professor of Spanish
Weber
State University |
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| GRADING RUBRIC FOR WRITTEN ASSIGNMENTS |
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All
writing, at all levels, must make proper reference to any works used and
works cited. Failure to do this is theft of "intellectual property."
Even on an otherwise excellent assignment, this will result in a lowered grade or
failure on the assignment or in the class, depending on the severity of
the theft. |
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| A |
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The writing addresses the topic and all
requirements. It is complete and impressive and it often goes beyond what
is asked for.
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The writing is purposeful, well organized, and
precise in content, form and structure.
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There is some display of creativity,
originality or enthusiasm.
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Although there are
errors in grammar and style, these are minimal (or to be expected
for a given course level) and they never interfere with meaning and
understanding.
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| B |
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The writing attempts to address the topic and
all requirements.
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The writing is complete but does not go beyond
what is asked for.
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The writing is responsive to the assignment,
but shows only minimal creativity, originality or enthusiasm.
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There may be numerous errors of grammar and
style, including some patterns of consistent error, but these do not
usually interfere with comprehension.
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| C |
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The writing only partially addresses the topic
and requirements.
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The writing makes an attempt at structure and
organization, but is not convincing.
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Attempts at creativity or originality are often
lost in the lack of sophisticated expression.
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There may be evidence of a reliance on
translation, on the periphrasis of other written material or on the
use of tutors or other editors.
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There are many errors of grammar and style,
including patterns of consistent error, and these sometimes interfere
with comprehension.
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| D |
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The writing does not address the topic and
requirements or it does so in only a cursory way.
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There is little or no evidence of structure or
organization.
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The writing demonstrates a limited
understanding of the material.
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Any attempts at creativity or originality are
lost or so poorly executed as to be meaningless.
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There are many errors
of grammar and style, including patterns of consistent error. These
errors not only interfere with comprehension but they become
annoying.
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| E |
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The writing makes no serious attempt to address
the topic and requirements.
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There is little or no evidence of structure or
organization.
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The writing demonstrates only minimal
understanding of the material.
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There is no attempt at creativity or
originality.
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There are so many errors of grammar and style,
including patterns of consistent error, that the writing is largely
unintelligible.
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