301 Definition Rubric, By Leslie Bruce

Absent or Below
Criteria Developing Proficient Advanced
Basic
Audience's needs are Shows some attention to Shows attention to Shows sophisticated
often not recognized: audience's needs, audience's needs, attention to audience's
terms and ideas need sometimes defining defining necessary terms needs, defining
SLO #1: Write formally explanation and necessary terms and and ideas and using necessary terms and
and informally, in-class language needs ideas and using audience-appropriate ideas and using
1 and out-of-class, for a adjustment for the audience-appropriate language. Purpose (to audience-appropriate
variety of audiences audience. Purpose (to language. Purpose (to define or term or language. Purpose (to
and purposes. define or term or define or term or concept) may be implied, define a term or
concept)isn't clear or concept) may be unclear but it's clear and concept) is clear and
achieved. at times, and it may not achieved. achieved with style.
be achieved convincingly.
Omits or uses A few errors in quotation Correctly uses quotation Consistently and
incorrectly quotation marks, MLA-, APA-, or marks and MLA-, APA-, correctly uses quotation
marks and/or MLA-, Wikipedia-style (number or Wikipedia-style marks and MLA-, APA-,
APA-, or Wikipedia-style system) parenthetical (number system) or Wikipedia-style
(number system) citations and works cited parenthetical citations (number system) in-text
SLO #2: Using the parenthetical citations list. May cite and works cited list. May (parenthetical) and end-
appropriate major’s and works cited list. superficially from have 1-2 citation errors. of-text (reference list)
customary citation Many citation errors. sources. May be over- Cites from a variety of citations for all sources,
style, ethically cite and Does not cite from a reliant on a single discipline-appropriate whether quoted directly
2 variety of discipline- source. sources. or paraphrased. Cites
communicate
information from a appropriate sources. from a variety of
variety of discipline- May be over-reliant on a discipline-appropriate
appropriate sources. single source. sources. Never over-
reliant on a single
source.
 Fails to support claims Attempts to support Usually supports the Supports the
SLO #3: Compare, with specific evidence. claims with evidence, but definition's claims with definition's claims with
evaluate, synthesize, Objectivity may be specificity and/or relevant, thorough, and relevant, thorough, and
and communicate lacking. objectivity may be specific evidence. specific evidence.
carefully, objectively, lacking. Usually maintains Maintains objectivity.
and persuasively the objectivity.
3
relative merits of
alternative or
opposing arguments,
assumptions, and
cultural values.

Organizational devices Organizational devices Clear organizational Clear, specific

(one-sentence (one-sentence definition; devices (one-sentence organizational devices
definition; introduction; introduction; TOC; logical definition; introduction; (one-sentence
TOC; logical partitioning; partitioning; topic TOC; logical partitioning; definition; introduction;
SLO #4: Organize, topic sentences, sentences, headings, topic sentences, TOC; logical
focus, and headings, transitions) transitions) fit the headings, transitions) fit partitioning; topic
communicate one’s may be absent, prompt, but may be the prompt and tie ideas sentences, headings,
4
thoughts clearly and unrelated to the vague, too broad, or and topics together transitions) fit the
effectively to address prompt, or illogically inconsistenly or illogically adequately. Ps are prompt and tie ideas
a rhetorical situation. connected. Ps contain linked. Ps may not be usually unified. and topics together
multiple topics or are unified. logically and seamlessly.
disorganized. Paragraphs are unified.

Spelling, syntax, diction, Spelling, syntax, diction, Spelling, syntax, diction, Outstanding control of
SLO # 5: Recognize, or punctuation errors or punctuation errors or punctuation errors are language, with middle-
evaluate, and employ impede readability. often impede readability few and do not distract level style, including
the features and Language may reflect a or otherwise distract from meaning. Middle- effective diction and
contexts of language gender or cultural bias from meaning. Style may level-style. Language sentence variety.
and design that or be too high or too be either too high or too respects gender and Language respects
5 express and influence low. Design may be low. Language may cultural differences. gender and cultural
meaning and that unconventional and occasionally suggest a Design is conventional differences. Design is
demonstrate ineffective. gender or cultural bias. and effective. conventional and
sensitivity to gender Design may be effective.
and cultural inconventional or
differences. ineffective.
Try to minimize direct quotations in
a definition. Try paraphrasing
instead. Good use of citations for
text and images. You need peer-
reviewed sources to increase your
authority as you write.
To increase the detail and depth
of your papers, narrow your
focus. For example, in this
paper, you could have described
the types of dance in more
detail, while omitting the section
on dance attire.
I like the idea of partitioning into
dance styles.