Below is a grading rubric that I offer as a tool to guide you during your writin

Below is a grading rubric that I offer as a tool to guide you during your writing assignments. It specifically is written to address proper graduate school writing requirements. Please read and review often when completing written assignments for this course.
Descriptive Rubric for Writing: Graduate Writing
Not Graduate Level Writing
Acceptable Writing
Exceptional Writing
The writer seems indifferent, uninvolved, or distant from the topic and/or audience. The paper reflects one or more of these problems:
The writer seems sincere, but not fully engaged or involved. The result is pleasant and even personable but not compelling.
The writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer “aches with caring,” yet is aware and respectful of the audience and the purpose for writing.
The writer speaks in a kind of monotone that flattens all
The writer communicates in an earnest, pleasing manner.
The reader feels a strong interaction with the writer,
Element: Ideas and Content (Ideas are the heart of the message, the content of the piece, the main theme, together with the details (documented support, elaboration, anecdotes, images)
that enrich and develop the theme by building understanding or holding the reader’s attention.)
Not Graduate Level Writing
Acceptable Writing
Exceptional Writing
There is no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. The writing reflects more than one of these problems:
The writer is beginning to define the topic, even though development is still basic or general
This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme. The writing is characterized by most of these qualities:
The writer is still in search of a topic, is brainstorming, or has not yet decided what the main idea of the piece will be.
The topic is fairly broad; however, the reader can see where the writer is headed.
The topic is narrow and manageable.
Information is limited or unclear.
Support is attempted but falls short of fleshing out the key issues
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
The writer has not yet begun to define the topic in a meaningful, personal way.
The writer seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics.
The writer seems to be writing from knowledge or experience; the ideas are fresh and original.
Everything seems as important as everything else; the reader has a hard time sifting out what is of importance.
The reader is left with questions.
More information is needed to
“fill in the blanks.”
The reader’s questions are anticipated and answered.
The text may be repetitious, or may read like a collection of disconnected, random thoughts with no discernible point.
The writer generally stays on topic but does not develop a clear theme. The writer has not yet focused the topic past the obvious.
Insight—an understanding of life and a knack for picking out what is significant—is an indicator of high level performance, and is often present in exceptional writing.
The idea is a simple restatement of the topic with little or no attention to detail.
Ideas are reasonably clear, though they may not be detailed, personalized, accurate, or expanded enough to demonstrate in-depth understanding.
Reasonably accurate details are present to support the main ideas.
Element: Voice (Voice is the heart and soul of the piece, the magic, the wit. It is the writer’s unique and personal expression emerging through words.
Voice is the presence of the writer on the page. When the writer’s passion for the topic and concern for the audience are strong, the text is full of life and energy.
The reader feels a strong and intimate connection to the writing and writer.)
potential highs and lows of the message.
sensing the person behind the words.
The writing is humdrum and risk-free.
Only one or two moments here and there surprise, delight or move the reader.
The writer takes a risk by revealing who they are and what they think.
The writer is not concerned with the audience, or the writer’s style is a complete mismatch for the intended reader.
The writer seems aware of the audience but weighs ideas carefully and discards personal insight in favor of safe generalities.
The tone and voice give flavor and texture to the message and are appropriate for the purpose and audience.
The writer is lifeless or mechanical; depending on the topic, it may be overly technical or jargonistic.
Narrative writing seems sincere, but not passionate; expository or persuasive writing lacks consistent engagement with the topic to build credibility.
Narrative writing seems honest, personal, and written from the heart. Expository or persuasive writing reflects a strong commitment to the topic by showing why the reader needs to know this and why they should care.
No point of view is reflected in the writing.
The writer’s willingness to share his/her point of view may emerge strongly at some places, but is obscured behind vague generalities.
The piece screams to be read aloud, shared, and talked about. The writing makes the audience think about and react to the author’s point of view.
Element: Organization (Organization is the internal structure of a piece, the thread of central meaning, the logical pattern of ideas.
Writing that exhibits strong organization begins with a purposeful, engaging lead and wraps up with a satisfying and thought-provoking conclusion.
In between, the writer takes care to link each new detail or new development to a larger picture, building to a turning point or key revelation, and
always including strong transitions that form a kind of safety net for the reader, who never feels lost.
Not Graduate Level Writing
Acceptable Writing
Exceptional Writing
The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in loose or random fashion; there is no discernable internal structure. The writing reflects more than one of these problems:
The organizational structure is strong enough to move the reader through the text without too much confusion.
The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text.
There is no real lead to set up what follows, no real conclusion to wrap things up.
The paper has a recognizable introduction and conclusion. The introduction may not create a strong sense of anticipation; the conclusion may not tie up all the loose ends.
An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution.
Connections between ideas are confusing or not even present.
Transitions often work well; at other times, connections between ideas are fuzzy.
An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution.
Sequencing needs lots and lots of work.
Sequencing shows some logic, but not under control enough that it consistently supports the ideas. In fact, sometimes it is so predictable and rehearsed that the structure takes attention away
Details seem to fit where they are placed; sequencing is logical and effective.
from the content.
Pacing feels awkward; the writer slows to a crawl when the reader needs to get on with it, and visa versa.
Pacing is fairly well controlled, though the writer sometimes lunges ahead too quickly or spends too much time on details that do not matter.
Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on.
No title is present (if requested), or if present, does not match well with the content.
A title (if desired) is present, although it may be uninspired or an obvious restatement of the prompt or topic.
The title, if desired, is original and captures the central theme of the piece.
Problems with organization make it hard for the reader to get a grip on the main point or idea.
The organization sometimes supports the main point or idea; at other times, the reader feels the urge to slip in a transition or move things around.
Organization flows so smoothly the reader hardly thinks about it; the choice of structure matches the purpose and audience.
Element: Conventions (Conventions are spelling, grammar, paragraphing, punctuation, etc.-the mechanical correctness of writing.
Not Graduate Level Writing
Acceptable Writing
Exceptional Writing
Errors in spelling, punctuation, capitalization, usage and grammar and/or paragraphing repeatedly distract the reader and make the text difficult to read.
The writer shows reasonable control over a range of standard writing conventions. Conventions are usually handles well and enhance readability; yet sometimes, errors are distracting and impair readability.
The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be very few.
No acceptable style format for quotations, references, or works cited is used.
American Psychological
Association (APA) format is used with some errors or seems to be combined with another publication style format.
APA is used throughout the paper, making all resources easy to identify and find. All proper credit is given and conforms to APA rules. Online help is available; search American Psychological Association (APA) publication style format.