English Department Senior Capstone Rubric

Score:
Faculty Reader: _______________________________________ Attempt 1/2 (circle one)
Pass ___________
Student Project Title: ____________________________________________ Revise ___________
Grade________
Instructions:
This capstone rubric evaluates outcomes one through four of the departmental
core learning outcomes statement (the capstone presentation at the end of the semester will evaluate outcomes
two and five). Additionally, this rubric addresses track-specific outcomes for each area of specialization in the
major. As your assess this student project, please be sure to evaluate the common core outcomes and the student’s
area of specialization. If the area of specialization is unclear, check banner or consult the chair. In the event a
student has more than one area of specialization, apply the rubric in the most area most appropriate for the
project.

To evaluate the project, simply mark the box at the appropriate level of development for each outcome. You may
print the rubric or complete the document electronically. When you have completed the assessment, please select
one of the options listed in the upper right hand corner of this page (Pass or Revise). Please also mark whether this
is your first time evaluating the project of if this is a revision. As you evaluate the work it is very important that you
offer substantive and revision-oriented comments. Remember, your comments are the primary tool the student
will use to improve their work. Comments are particularly important for any project you assign a “Revise” grade.

The 4461 instructor will arrange and confirm a due date for this evaluation. Please adhere to the schedule
deadline.

ONU English Department Core Outcomes Statement (approved 4/25/3013):

As they proceed through the English major, students in all 4 tracks (Lit., LAE, Creative Writing, Professional
Writing) will :

1. Demonstrate an understanding of the writing process by employing strategies of inquiry, research (with
appropriate citation), drafting, peer review, revision, and editing in the development of thesis-driven
writing projects.
2. Evaluate and respond to variations in audience, purpose, form and/or genre connected with written, oral,
visual and/or digital communications.
3. Explore interactions among the diverse social and cultural contexts in which we study, teach and/or create
texts.
4. Understand and apply diverse critical and theoretical approaches to the careful examination of texts.
5. Use discipline-specific technologies and presentation strategies for the public discussion and dissemination
of research and writing.

1
Core Outcome #1: Writing Processes (Thesis, Research, Development/Revision)

Outcome Exceeds 4 Meets 3 Approaches 2 Does Not Meet 1

Expectations Expectations Expectations Expectations
Demonstrate an The project is The project is The project has The project has
understanding of the structured structured a thesis or no evident
writing process by around a clear, around a clear claim, but it is thesis or claim.
employing strategies interesting and thesis or claim. not clear.
of inquiry, research compelling thesis or
(with appropriate claim.
citation), drafting,
peer review, revision, The project The project The project The project
and editing in the demonstrates demonstrates demonstrates demonstrates
development of mastery over general skill in developing little or no
thesis-driven writing research strategy, research strategy, research skills, though attention to research;
projects. including flawless use including effective use citation and citation and
of citation and of citation and documentation are documentation are
Note: the outcome may documentation. documentation. inconsistent. non-existent.
be reflected in the
project itself, or in the
critical/reflective The project The project The project The project
introduction. reflects careful reflects reflects some demonstrates
attention to writing attention to attention to no attention to writing
process, including a writing process, writing process, process; there are no
systematic and including the including the drafts and there is
thoughtful development of drafts development of drafts; little or no evidence of
development of drafts over time, as well as there is some revision based on
over time, as well as revision based on evidence of revision feedback from peers
revision based on feedback from peers based on feedback and or faculty
feedback from peers and or faculty from peers and or members.
and or faculty members. faculty members.
members.

Total: ________________

Comments:

2
Core Outcome #2: Audience, Purpose, Form and/or Genre

Outcome Exceeds 4 Meets 3 Approaches 2 Does Not 1

Expectations Expectations Expectations Meet
Expectations
Evaluate and respond The project reflects a The project effectively The project reflects The project reflects no
to variations in careful evaluation of reflects evaluation of some evaluation of evaluation of
audience, purpose, audience and purpose; audience and purpose; audience and purpose; audience/purpose;
form and/or genre the author makes characteristics of form the author’s choices the author’s choices
connected with strong choices and/or genre are regarding form and regarding form and
written, oral, visual regarding form and always appropriate for genre are generally genre are
and/or digital genre that always the audience and mode appropriate for the inappropriate for the
communications. appropriate for the of communication audience and mode of given context.
audience and mode of employed in the project communication
Note: the outcome may communication (i.e. written, oral, employed in the
be reflected in the employed in the visual, and/or digital). project (i.e. written,
project itself, or in the project (i.e. written, oral, visual, and/or
critical/reflective oral, visual, and/or digital), though they
introduction. digital). may be somewhat
inconsistent.

Total:___________

Comments:

3
Core Outcome #3: Social and Cultural Context

Outcome Exceeds 4 Meets 3 Approaches 2 Does Not 1

Explore interactions
among the diverse
social and cultural
contexts* in which we
study, teach and/or
create texts.
Note: the outcome may
be reflected in the
project itself, or in the
critical/reflective
introduction.
Expectations Expectations Expectations Meet
Expectations
The project The project The project The project
demonstrates a rich demonstrates an demonstrates only demonstrates no
and nuanced understanding of some understanding sensitivity to diverse
understanding of diverse social and of diverse social and social and cultural
diverse social and cultural contexts via cultural contexts via contexts—the author
cultural contexts via sensitivity to or sensitivity to or does not appear to be
sensitivity to or analysis of difference. analysis of open to different
analysis of difference. difference—there may social and cultural
be only minimal perspectives.
efforts to consider
different social and
cultural perspectives.

* “Diverse social and cultural contexts” may refer to many things, including (but not limited to): common social oppositions (ex.,
public/private or academic/professional), cultural differences (ex., race, language, class, gender, sexuality, geography) or other markers of
difference that are embedded in text and often part of textual creation or analysis.

Comments:

4
Core Outcome #4: Critical and Theoretical Approach

Outcome Exceeds 4 Meets 3 Approaches 2 Does Not 1

Expectations Expectations Expectations Meet Expectations
Understand and apply The project The project The project The project
diverse critical and develops in effectively draws draws on does not draw
theoretical dynamic on relevant relevant critical on critical and/or
approaches to the conversation with critical and/or and/or theoretical theoretical
careful examination relevant critical theoretical approaches approaches only approaches, or, when
of texts. and/or theoretical to textual production occasionally; these it does, these
approaches to textual or examination. approaches may not approaches are not
Note: the outcome may production or always be relevant to relevant or
be reflected in the examination. the project, but the appropriate to the
project itself, or in the author makes a good project.
critical/reflective faith effort to employ
introduction. them.

Critical and/or Critical and/or Critical and/or When

theoretical theoretical theoretical employed,
approaches are approaches are approaches are critical and/or
explained very clearly explained and inconsistently theoretical
and employed in ways employed clearly and explained or used approaches are not
that are both effective effectively. effectively. explained or used
and interesting. effectively.

Total: ___________

Comments:

5
Creative Writing Specialization

Outcome Exceeds Meets Approaches Does Not Not

Expectations Expectations Expectations Meet Applicable
Expectations
#1 The project demonstrates proficiency in at least one
creative genre (poetry, fiction, creative nonfiction,
screenwriting, and/or playwriting) at a publication or
production level.

#2 The project demonstrates an ability to situate one’s

own creative choices within a relevant aesthetic history
and tradition.

#3 The student project employs common techniques,

strategies and processes for peer work-shopping and
editing of creative work.

#4 The project reflects a professional understanding of

submission, publication and production practices in
creative writing.

Comments:

6
Literature Specialization

Outcome Exceeds Meets Approaches Does Not Not

Expectations Expectations Expectations Meet Applicable
Expectations
#1The student project situates specific
texts/theories/genres within the history and
development of English literature.

#2 The student project contextualizes specific language

practices within the history and structure of the English
language.

Comments:

7
Language Arts Education (LAE) Specialization

Outcome Exceeds Meets Approaches Does Not Not

Expectations Expectations Expectations Meet Applicable
Expectations
#1The student project situates specific
texts/theories/genres within the history and
development of English literature.

#2 The student project contextualizes specific language

practices within the history and structure of the English
language.

#3 The project demonstrates evidence that the student

understands how to evaluate and employ a variety of
instructional methods.

#4 The project demonstrates evidence that the student

practices effective teaching techniques for classroom
management.

#5 The project demonstrates evidence that the student

practices reflective teaching methods.

Comments:

8
Professional Writing Specialization

Outcome Exceeds Meets Approaches Does Not Not

Expectations Expectations Expectations Meet Applicable
Expectations
#1 The student project demonstrates that the student
knows how to evaluate and effectively employ the
rhetorical conventions that govern how we, as a culture,
create, interpret and use texts in a range of situations
(including academic, creative and professional
communication).

#2 The student project demonstrates an understanding

of and the ability to replicate common print and/or web
editorial, design and publication practices.

Comments: