Written Communication Scoring Rubric

Contact

Kristen Kane
Academic Assessment Coordinator
kkane@cgcc.edu, (541) 506-6036

This rubric was adapted by an interdisciplinary team representing Columbia Gorge Community College through a process that examined and modified the AACU Written Communication Value Rubric to meet the needs of CGCC’s Institutional Learning Outcomes assessment. The rubric articulates fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubric is intended for institutional-level use in evaluating and discussing student learning, not for grading. The CGCC team agrees with the utility of the AACU Value rubric, which “is to position learning at undergraduate levels within a basic framework of expectations such that evidence of learning can be shared nationally through a common dialog and understanding of student success”.

Definition

Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.

 

Adapted from AACU LEAP Intercultural Knowledge and Competence Rubric
* Required
Example: CAS 111, MTH 65, WR 121

Audience, Context, and Purpose

Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s).

4 3 2 1 Not Demonstrated
0
Demonstrates a thorough under-standing of context, audience, and purpose that is wholly responsive to the assigned task(s) and applied consistently through all elements of the work. Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s). Demonstrates some attention to context, audience, purpose, and to the assigned task(s). Demonstrates minimal attention to context, audience, purpose, and to the assigned task(s). Does not meet minimum cri-teria in addressing the audi-ence, context, and purpose for writing.

Content Development

The ways in which the text explores and represents its topic in relation to its audience and purpose.

4 3 2 1 Not Demonstrated
0
Uses appropriate, relevant, and compelling content and ideas that illustrate the writer's command and deep understanding of the subject, skillfully shaping the whole work. Uses appropriate, rele-vant, and compelling con-tent to accurately explore ideas within the subject and shape the whole work. Uses appropriate and relevant content to develop and accu-rately explore ideas through most of the work. Uses appropriate and relevant content to accurately develop simple ideas in some parts of the work. Does not meet minimum cri-teria in addressing content development.

Sources and Evidence

Source material that is used to extend, in purposeful ways, writers' ideas in a text. Texts (written, oral, behavioral, visual, or other) that writers draw on as they work for a variety of purposes -- to extend, argue with, develop, define, or shape their ideas, for example.

4 3 2 1 Not Demonstrated
0
Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropri-ate for the assignment. Demonstrates consistent use of credible, relevant sources to support ideas that are appropriate for the assignment. Demonstrates an attempt to use credible and relevant sources to support ideas that are appropriate for the assign-ment. Demonstrates an attempt to use sources to support ideas in the assignment. Does not meet minimum cri-teria in demonstrating the use of sources to support ideas in the assignment.

Organization and Presentation

4 3 2 1 Not Demonstrated
0
Demonstrates consistent, skillful, and thoroughly detailed attention to organization, presentation, and stylistic choices as appropriate to the assignment. Demonstrates consistent and skillful organization and presentation as ap-propriate to the assign-ment. Follows expectations for a con-sistent system of basic organi-zation and presentation as ap-propriate to the assignment. Attempts to use a consistent system for basic organization and presentation as appropriate to the assignment. Does not meet minimum cri-teria in organization and presentation.

Control of Syntax and Mechanics

4 3 2 1 Not Demonstrated
0
Uses graceful language that skillful-ly communicates meaning to read-ers with clarity and fluency, and is nearly error-free. Uses straightforward lan-guage that conveys mean-ing to readers with clarity. The language in the work has few errors. Uses language that generally conveys meaning to readers, although writing may include some errors. Uses language that sometimes impedes meaning because of errors in usage. Does not use language that demonstrates control of syn-tax and mechanics.

Visual Aids

4 3 2 1 Not Demonstrated
0
Visual aids effectively support the communication of purposes and ideas; aids are integrated into the presentation seamlessly, thus fostering a full understanding of the message’s content. Visual aids generally support the communication of the student’s ideas and purposes; the aids effectively amplify or resonate the presentation of ideas and foster a good understanding of the message’s content. Visual aids support the communication of the student’s ideas and purposes but are only partially useful or informative. Visual aids do not particularly support the communication of the student’s ideas and purpose; they are insufficient to be of much use as they do little to elevate understanding. Visual aids are virtually non-existent, serve no purpose, or are not credible.