Task description: WRT 201 students will write an argument of fact.
With evidence from credible sources, the
writer supports a claim that addresses a version of the question Did something happen?
EXCELLENT
Its an argument! The essay has a clear claim, which
may appear at the end of the
introduction or in the conclusion.
There is plenty of support for the
claim, which may include
definitions, examples, illustrations,
facts, statistics, and other forms of
logical reasoning. The writer has
anticipated readers possible
objections, perhaps through a
counterargument.
Ethos and Academic The writer has command of the
Integrity topic, by employing excellent
source material and ample
development. All sources are
credible and attribution is plentiful:
sources are introduced,
paraphrased, and commented
upon. There is at least one source
from an expert or from a scholarly
journal article.
Organization/Paragrap Paragraphs have topic sentences
hing that both support the claim and
guide the content of the paragraph.
Smooth transitions between ideas
help the organization.
Conventions and Readers have no questions about
Correctness documentation; there is a perfect
match between internal citations
and the Works Cited or References
page. There are minimal errors in
usage, grammar, punctuation, or
mechanicsnone that impede
meaning.
SOLID
The essay has a clear claim.
There is adequate support
for the claim: definitions,
examples, illustrations,
facts, statistics, and other
forms of logical reasoning.
The writer has a fairly strong
grasp on the topic, through
the use of good source
material and adequate
development. All sources
are credible, and with a
couple of lapses, the writer
has attributed sources fairly
and has used paraphrasing
effectively.
Paragraphs are coherent.
Generally, transitions are
used adequately.
Readers may have one or
two questions about sources
or documentation; there are
one or two lapses between
internal citations and the
WC or Refs pages. There are
a few errors in usage,
grammar, punctuation, or
mechanics that may impede
NOT PASSING WORK
The claim is difficult to
identify or seems to shift.
Support for the claim is
barely enough, and theres
not much range in kinds of
support.
The writer has a tentative
grasp of the topic;
references are credible but
not well-integrated, or the
development is thin.
Attribution is weak or
inconsistent with too much
reliance on quotations or
.com websites.
Paragraphs are uneven and
may lack transitions.
Readers have a number of
questions about sources or
documentation; there are 3
or more lapses between
internal citations and the
WC or Refs pages; there are
a number of errors in usage,
grammar, punctuation, or
mechanics that impede
meaning. meaning.