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Written Communication Rubric Strong Writing Skills Enable Students To Written Communication Rubric Strong writing skills enable students to create and share ideas, investigate and describe values, and record discoveries – all skills that are necessary not only for professional success but also for personal fulfillment in a world where communication increasingly takes place through electronic media. Students must be able to identify areas for inquiry, locate relevant information, evaluate its usefulness and quality, and incorporate the information logically and ethically. They must be able to write correctly, and they must be aware that different audiences and purposes call for different rhetorical responses. Written Communication Student Learning Objectives: WC1 Students will demonstrate the ability to compose a thesis statement that makes a clear claim about a given topic or issue. WC2 Students will demonstrate the ability to support a claim through the presentation, evaluation, and analysis of evidence, including research if applicable. WC3 Students will demonstrate the ability to organize an argument in a logical and cohesive manner. WC4 Students will demonstrate the ability to clearly articulate ideas in standard English. Written Communication Area of Opportunity Proficient SLO Reporting Objectives Number of Students w/ Number of Successfully Students Demonstrated Ineffective (1) Adequate (2) Effective (3) Exemplar (4) Assessed Competency WC1 Students will Student makes no claim. Student makes a claim but fails Student makes a claim and Student makes an original demonstrate the ability to to state reasons for making the states reasons for making the claim and states reasons for compose a thesis statement claim. claim. Student demonstrates making the claim in a well- that makes a clear claim an awareness of purpose. constructed statement. about a given topic or issue. Student demonstrates an awareness of purpose and audience. WC2 Students will The topic totally lacks The topic is somewhat Topic is addressed clearly, Topic is addressed demonstrate the ability to support, reflecting an supported and reflects an reflecting a proficient level clearly, reflecting an support a claim through the unacceptable level of thought. acceptable level of of thought. Evidence is advanced level of presentation, evaluation, thought. Evidence is credible and sufficient. thought. Evidence is and analysis of evidence, credible but insufficient. Student cites sources, but credible, sufficient, including research if Student cites sources, the citations contain typical, accurate, and applicable. but the citations contain minor errors. relevant. Student cites errors. sources correctly. Mississippi Gulf Coast Community College, General Education Committee Rubric The paper lacks a beginning, a The paper lacks a clear The paper has a principle of The paper has a principle of WC3 Students will middle, and/or an ending. principle of organization. organization; i.e, organization that demonstrate the ability to chronological, spatial, demonstrates a clear organize an argument in a thematic. awareness of purpose and logical and cohesive manner. audience. Grammar, Isolated errors in grammar, Free of major errors in Completely free of errors in WC4 Students will punctuation, spelling, punctuation, spelling and/or grammar, punctuation, grammar, punctuation, demonstrate the ability to and usage are severely usage reduce clarity and spelling, and usage. spelling, and usage. Student clearly articulate ideas in deficient. credibility. uses appropriate diction and standard English. syntax throughout the paper. Mississippi Gulf Coast Community College General Education Committee .
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