Bethel's Writing Rubric
| Capstone | Milestone | Milestone | Benchmark | Score-(0-4) | |
| Outcome | 4 | 3 | 2 | 1 | |
| SLO 1. The student writer will create written works that are well-suited to the audience, purpose, and circumstances of each writing task. | Demonstrates thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses on all elements of the work | Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g.., the task aligns with the audience, purpose and context). | Demonstrates awareness of context, audience, purpose and to the assigned task(s) (e.g., begins to show awareness of the audience's perceptions and assumptions). | Demonstrates minimal attention to context, audience, and purpose and to the assigned task(s) (e.g., expectation of instructor or self as audience). | |
| SLO 2. The student writer will create written works [1] centered on a thesis or main idea and [2] supporting content. | [1] The main idea is clear [2] supported by relevant anecdotes and details. | The main idea is [1] readily identified [2] enriched content supports that idea. | The main idea is [1] present [2] may be broad or simplistic. | The main idea is [1] present, but not really discernible [2] is confusing. | |
| SLO 3. The student writer will create well-structured and clearly written paragraphs. ([1] Central topic (Unified) [2] Organization (Coherent) [3] Supporting material (Well-developed)) | Each paragraph [1] enchances and showcases the central idea; [2] order of information is compelling; moves the reader through the text [3] and additional content that explains the topic. | Each paragraph [1] includes a readily identified topic; [2] order of information moves the reader through the text with little confusion [3] and additional content that is relevant to the topic. | Each paragraph [1] includes an underlying topic [2] order of information slows the reader's movement through the text [3] and additional content is mostly relevant to the topic | Each paragraph [1] lacks a clearly identifiable central topic [2] order of information significantly impedes the readers movement through the text [3] and additional content is mostly relevant to the topic. | |
| SLO 4. The student writer will determine when information is needed and locate, and incorporate credible information in written work. ([1] Sources [2] Integrate [3] Organize [4] Synthesize [5] Analyze and interpret) | [1] Contains appropriate variety of sources to address the research question. [2] Gathered information is effectively situated; gaps/weaknesses are accounted for successfully. [3] Information is organized to suit audience, purpose, and inquiry.[4] Ideas from multiple sources synthesized effectively. [5] Information effectively analyzed and interpreted for logical conclusions. | [1] Contains variety of sources though some may be inappropriate to the research question. [2] Gathered information is somewhat situated; gaps/weaknesses are accounted for nominally. [3] Information somewhat organized to audience, purpose, and inquiry. [4] Some ideas from multiple sources synthesized effectively. [5] Information somewhat analyzed and interpreted for logical conclusions | [1] Contains more than one source that may not be relevant to the research question. [2] Some gathered information is situated; gaps/weaknesses may not be noted. [3] Information mostly not organized to suit audience, purpose, and inquiry. [4] Few ideas from multiple sources synthesized effectively. [5]Information mostly not analyzed or interpreted for any logical conclusions. | [1] Contains at least one basic outside source. [2] All gathered information is not situated; gaps/ weaknesses are not noted at all. [3] Information not organized at all to suit audience, purpose and inquiry. [4] No ideas from multiple sources synthesized effectively. [5] Little or no information is analyzed or interpreted and are absent. | |
| SLO 5. The student writer will create written works that are grammatically correct, free of spelling errors, and that employ words in accordance with their dictionary definitions. | Few or no errors in grammar, mechanics, punctuation, word choice, or spelling. | Some errors in grammar, mechanics, punctuation, word choice, or spelling. | Some errors in grammar, mechanics, punctuation, word choice, or spelling that may interfere with the communication of the of the message. | Errors in grammar, mechanics, punctuation, word choice, or spelling that significantly interferes with the communication of the of the message and undermines the authority of the writer. | |
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