not a memo

need to state your conclusions here

name
genre
is
this
you
r
intr
o?
need background/rationale here

that's the only question?

of what subject/topic?

you must
choose one.

tell us about
these
classes--do
they teach
your selected
genres?

Results needs
to describe the
conventions of
one genre

good
rationale

why not teach these genres in the HS classes you

mentioned? explain.

Recommendation Report
GRADEMARK REPORT
FINAL GRADE

GENERAL COMMENTS

82

Instructor

/100

PAGE 1
PAGE 2

QM

Text Comment.

not a memo

Text Comment.

need to state your conclusions here

Text Comment.

name genre

Text Comment.

is this your intro?

S/V Agreement

Language

Subject-verb agreement:
Subjects and verbs should match in number and person. Singular subjects require singular
verbs; plural subjects require plural verbs.
QM

|| |

Language

Problem in Parallel Form:

Coordinate ideas should be expressed in parallel f orm. All expressions that are similar in
content and f unction should be expressed similarly.
QM

Rec Report Sections |

Org & Focus

Remember to place inf ormation in the appropriate section: Intro (background, rationale,
purpose), Methods (how you got your inf ormation), Results (the inf ormation you f ound),
Conclusion (what your inf ormation means), Recommendation (what you recommend).

Text Comment.

need background/rationale here

PAGE 3

QM

Concise

Language

Practice our sentence revision techniques here and throughout your report (e.g., reduce
prepositional phrases, use vigorous verbs, etc.).

Text Comment.

that's the only question?

Text Comment.

of what subject/topic?

Text Comment.

you must choose one.

Text Comment.

Results needs to describe the conventions of one genre

Text Comment.

tell us about these classes--do they teach your selected genres?

Text Comment.

good rationale

Text Comment.

why not teach these genres in the HS classes you mentioned? explain.

PAGE 4

PAGE 5

PAGE 6

RUBRIC: 36 0 REC REPORT RUBRIC

RHET FOCUS

Prof icient

Write f ormally and inf ormally, in-class and out-of -class, f or a variety of audiences and purposes.
ABSENT OR BELOW Audience's needs are of ten not recognized: terms and ideas need explanation and
BASIC
language needs adjustment f or the audience. Purpose isn't clear or achieved.
DEVELOPING

Shows some attention to audience's needs, sometimes def ining necessary terms and
ideas and using audience-appropriate language. Purpose may be unclear at times,
and it may not be achieved convincingly.

PROFICIENT

Shows attention to audience's needs, def ining necessary terms and ideas and using
audience-appropriate language. Purpose may be implied, but it's clear and achieved.

ADVANCED

Shows sophisticated attention to audience's needs, def ining necessary terms and
ideas and using audience-appropriate language. Purpose is explicit and achieved with
style.

ET HICAL RES

Advanced

Find, evaluate, select, synthesize, organize, ethically cite, and present inf ormation f rom a variety of
sources appropriate to their disciplines.
ABSENT OR BELOW Omits or uses incorrectly MLA- or APA-style parenthetical citations, quotation marks,
BASIC
and works cited list. Drops quotations and ideas into text without introducing source.

Frequently uses irrelevant or unpersuasive sources.

DEVELOPING

A f ew errors in MLA- or APA-style parenthetical citations, quotation marks, and works

cited list. Of ten includes sources names without introduction. Sometimes uses
irrelevant or unpersuasive sources.

PROFICIENT

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list. Usually introduces each source f ullyreader knows who did the research or
communicating, f or whom, and why. Use of sources is usually relevant and
persuasive.

ADVANCED

Correctly uses MLA- or APA-style parenthetical citations, quotation marks, and works
cited list. Introduces each source f ullyreader knows who did the research or
communicating, f or whom, and why. Use of sources is relevant and persuasive.

PERSUASION

Developing

Compare, evaluate, synthesize, and communicate caref ully, objectively, and persuasively the relative merits
of alternative or opposing arguments, assumptions, and cultural values. Integrate this evaluative work into
ones own persuasive arguments.
ABSENT OR BELOW Inadequate, inappropriate, or irrelevant reasoning and evidence do not support a
BASIC
controlling idea or paragraph claims.
DEVELOPING

May rely too heavily upon quotations, provide too little evidence, or under analyze
evidence. May omit reasoning and include some irrelevant or unpersuasive evidence.

PROFICIENT

Usually supports the controlling idea and paragraph claims with persuasive reasoning
and credible, relevant, analyzed evidence. Sources are usually balanced with author's
opinions and analysis.

ADVANCED

Supports the controlling idea and paragraph claims with relevant, thorough, and
insightf ul reasoning and analyzed evidence. Sources are judiciously balanced with
author's opinions and analysis.

ORG & FOCUS

Developing

Organize ones thoughts and communicate them clearly and coherently to address a rhetorical situation.
ABSENT OR BELOW Organizational devices (controlling idea, headings, subheadings, topic sentences,
BASIC
transitions) may be absent, unrelated to the prompt, or illogically connected. Ps

contain multiple topics or are disorganized.

DEVELOPING

Organizational devices (controlling idea, headings, subheadings, topic sentences,

transitions) f it the prompt, but may be vague, too broad, or inconsistenly or illogically
linked. Ps may not be unif ied.

PROFICIENT

Clear organizational devices (controlling idea, headings, subheadings, topic

sentences, transitions) f it the prompt and tie ideas together adequately.

ADVANCED

Clear, specif ic organizational devices (controlling idea, headings, subheadings, topic

sentences, transitions) f it the prompt and tie ideas together logically and seamlessly.

LANGUAGE

Prof icient

Recognize, evaluate, and employ the f eatures and contexts of language that express and inf luence
meaning and that demonstrate sensitivity to gender and cultural dif f erences.
ABSENT OR BELOW Spelling, syntax, diction, or punctuation errors impede readability. Lanuage may ref lect
BASIC
a gender or cultural bias.
DEVELOPING

Spelling, syntax, diction, or punctuation errors of ten impede readability or otherwise

distract f rom meaning. Lanuage may occasionally suggest a gender or cultural bias.

PROFICIENT

Spelling, syntax, diction, or punctuation errors are f ew and do not distract f rom
meaning. Lanuage respects gender and cultural dif f erences.

ADVANCED

Outstanding control of language, including ef f ective diction and sentence variety.

Lanuage respects gender and cultural dif f erences.

DESIGN

Prof icient

Recognize, evaluate, and employ the f eatures and contexts of design that express and inf luence meaning
and that demonstrate sensitivity to gender and cultural dif f erences.
ABSENT OR BELOW Inconsistent, conf using, or unconventional design distracts f rom the text's message.
BASIC
DEVELOPING

Design is sometimes inappropriate, conf using, or unconventional. Frequently strays

f rom ef f ective design principles (e.g., alignment, proximity).

PROFICIENT

Consistent design usually f ollows ef f ective design principles (e.g., alignment,

proximity) and enriches the text's message.

ADVANCED

Sophisticated, consistent design f ollows ef f ective design principles (e.g., alignment,

proximity) and enriches the text's message.