WRIT 465 Grading Rubrics
Because WRIT 465 is designed to help you meet the expectations for communicating in the workplace, the course maintains high standards for performance. To that end, the following expectations for written and oral communication are used.
A |
These
documents represent polished, appropriately-designed efforts that would be
completely acceptable in a professional situation. They are error-free;
moreover, they are executed with creativity and sensitivity to the nature
and needs of the audience and make the best use of available communications
presentation technology. The topic is substantive; the prose style is mature
and tight, well-organized, and free of lard. Every part plays an important
role in the document's effect and is connected by appropriate transitions.
Any graphics are smoothly integrated and effectively placed for
communicative success. The content shows that the writer knows how to find,
select, and present information in the manner best suited to this audience. |
B |
These
documents are less polished and appropriate than A documents, but again
would be acceptable (if not notable) in a professional situation. They are
also totally error-free, but are weaker than A papers in one or more of the
following ways: The topic is less ambitious; the style is less tight or more
lardy; transitions may be weaker; the appeal to the audience is less
certain; the presentation is less polished; graphics may be less appropriate
or less smoothly integrated; the content may be less complete or less
sophisticated; the use of technology may be less fluent; or the writer may
not demonstrate the ability to find, select, and present the right
information in an entirely appropriate manner. |
C |
These documents are
virtually error-free, but they are not yet appropriate for a professional
situation for one or more of the following reasons: the style is immature,
wordy, stilted, or inappropriate for the audience; the topic is mundane; the
content is insufficiently developed or presented in a less-than-effective
organization; transitions are missing or weak; the presentation is uncertain
and shows amateurism; graphic information is ineffectively presented or
interpreted or inappropriately placed; technology may not be used
effectively; appropriate sources of information may not have been consulted;
documentation of secondary information may be incomplete or inaccurate. With
appropriate revisions these documents may be acceptable in a professional
situation. Please note: In WRIT 465, a document containing
even one execution error cannot receive higher than a C grade, no
matter how good its content and/or strategy. |
D |
These documents contain
errors in any or all of the following areas: spelling, grammar, mechanics,
punctuation, or format. They may also suffer from one or more of the
following weaknesses: inappropriate or casual style; insufficient audience
analysis; poor organization or transitions; incomplete or inappropriate
content; unnecessary repetition; sloppy, hasty, or amateurish presentation;
inaccuracies in data; poor choice of graphic contents, placement, or
presentation; inappropriate, incomplete, or missing research; serious faults
in documentation; or problems using available technology. These documents
require substantial revision to be acceptable in a professional situation. |
F |
These documents do not meet basic standards for professional communication. They may exhibit one or more of the following weaknesses: inability to use standard grammar, spelling, punctuation, and mechanics; faulty diction; missing documentation; poor treatment of content; careless or inappropriate format and presentation; no control over technology; illogical organization; or an obviously inadequate amount of preparation. These documents must be completely rewritten before they can be used in a professional situation. |
In oral communication:
A
|
This
presentation is a solid, creative, well-organized communication on an
engaging topic that is totally suited to the needs of the particular
audience. It has a discernible and appealing structure, memorable content,
and engaging presentation. Transitions are smooth and the speaker avoids
verbal distractors, inappropriate language, or grammatical mistakes; is
audible and clear; and makes positive eye- and rhetorical contact with all
members of the audience. The speaker manages her/his time well. Visual aids,
if used, are well-designed, appropriate for the audience, and thoroughly
integrated into the presentation. Handouts are well-chosen, free of error,
and used effectively. The speaker projects knowledge, confidence, and
self-possession. The presentation prompts questions and discussion. This
presentation would be totally acceptable in a professional situation. |
B |
This
presentation lacks some of the verve and imagination of the A presentation
but is still well-suited to its audience. The topic is appropriate if not
noteworthy; the organization is strong, although it may not be projected as
smoothly or discernibly; the content is complete if less persuasively
presented; and the speaker makes a degree of contact with all members of the
audience. The speaker avoids verbal distractors, inappropriate language, and
grammatical mistakes, and may have some trouble with time limits, but is
audible and clear. The question inspires some questions. Transitions are
more obvious but still present. Visual aids, if used, are well-designed but
may not be integrated as smoothly or thoroughly into the presentation.
Handouts may be less polished but still support the speaker. The speaker may
seem slightly less sure of his/her authority. The presentation is not as
memorable, but would be acceptable in a professional situation. |
C |
This
presentation is complete but hardly memorable. The speaker shows some lack
of confidence or knowledge, or may not connect with parts (or all) of the
audience, or may have trouble maintaining a clear and/or audible flow of
words. The organization and content are pedestrian, requiring little effort
on the audience's part, and the presentation inspires few if any questions.
The flow may be disjointed or missing. Visual aids may belabor the obvious;
handouts may merely repeat the visual aids, or contain errors or
inaccuracies. The speaker avoids most verbal distractors, inappropriate
language, and grammatical mistakes, but is definitely not polished and
mature in presentation. The audience may concentrate at first, but then lose
interest. The speaker may mismanage the allotted time. The presentation
would be marginally acceptable (but not memorable or praiseworthy) in a
professional situation. |
D |
The
presentation suffers from one or more of the following weaknesses: serious
problems in time management; inappropriate or insufficient content; poor
suitability to the audience; indications that insufficient preparation time
was spent; missing or misused handouts or visual aids; grammatical mistakes;
inappropriate language; frequent verbal distractors; obvious evidence of
nervousness; mumbling or inaudibility; faulty or missing organization; or
insufficient audience contact and engagement. Handouts or visual aids may
contain errors or inaccuracies, or be poorly handled by the speaker. At
times there may be a sense that the presenter is "going through the
motions." The presentation would not be acceptable in a professional
situation. |
F |
The presentation is totally unacceptable for one or more of the following reasons: complete inaudibility or indecipherability; poor time management; substantive problems in organization, content, audience connection, or presentation; poor or incorrect grammar or language choices. The presenter may obviously be "winging it." Handouts or visual aids may have been forgotten. It must be recast entirely for a professional situation. |