Appendix D: Grading Rubrics for 307 & 308 Assignments

Appendix E. rubrics represent the scope and sequence of English 307: Business Writing and English 308:
Technical Writing. Instructors write and share rubrics through the professional writing teacher cohort, and the
following rubrics have been provided by current and former teachers, including Jennifer Haley-Brown, Amy
Hickman, Dr. Amy C. Kimme Hea, Daylanne Markwardt, Dr. Cristina Ramirez, Becca Richards, Elise Verzosa,
Jenna Vinson, and Amanda Wray.
English 307
Memo of Introduction
Unit 1: Job Analysis Materials
Unit 2: Client Research & Proposal
Unit 3: Client Deliverable Production & Product (includes 2 rubrics for this units multiple components:
oral progress report and product)
Unit 4: Reflective Report & Peer- and Self-Evaluations
English 308
Technology Access Memo
Unit 1: Quick Reference Card Project
Unit 2: Redesign Project (includes 2 rubrics for this units multiple components: redesign portfolio and
oral report)
Unit 3: Formal Report
Unit 4: Reflection Memo
Common Rubric for 307/308 Professional Communication*

*Some instructors elect to assign 5% of the course grade to professional communication (i.e., emails
and other correspondence with the instructor, team members, and service-learning partners). This
rubric is to clearly articulate the expectations for these communications.

English 307
Memo of Introduction

Professional Presentation and Delivery (50%)

Writing and Content (50%)

Superior

Strong

Content answers all

required, reflecting strong
understanding of
audience
Uses direct, active
wordswriting
demonstrates
conciseness, clarity, and
brevity
Writing is coherent,
progressing logically
Language (word choice) is
appropriate for the task
and adequately varied to
avoid redundancy
Tone is professional,
engaging, and reflects a
personal voice
Superior

Content answers most of the

required, reflecting some
understanding of audience
Uses no unnecessary words
generally demonstrates
conciseness, clarity, brevity
Writing is coherent,
preventing any reader
confusion
Appropriate, specific, varied
word choice
Tone is professional and
engaging

Meets all formatting

requirements listed on
checklist and in
assignment prompt (zero
or 1 inconsistencies)
Effective revision from
personal narrative and
between drafts
Professional and elegant
presentation
Paragraphs are unified,
including strong topic
sentences; follows all
conventions of a memo

Meets almost all formatting

requirements (2-3
inconsistencies)
Significant revision from
personal narrative and
between drafts
Professional presentation
Paragraphs are unified and
follow most conventions of a
memo

Strong

Competent
Content covers many of the
required with no unnecessary
additions
Few to no instances of
wordiness or redundancy
Writing is coherent, only
rarely slowing the reader
Word choice is appropriate,
but may be vague or lacking
in variety.
Tone is professional, but
sounds forced or insincere

Competent
Meets some formatting
requirements (4-6
inconsistencies)
Some minor revision from
personal narrative and
between drafts
Few lapses in professionalism,
grammar, mechanics, and/or
usage
Mostly unified paragraphs
and follows some
conventions of a memo

Weak
Content covers some
basic topics suggested,
but may include
unnecessary info or
missed some required
info
Some wordiness and/or
redundancies
Some gaps in coherence
Word choice is vague
and/or lacks variety, may
include clichs.
Inconsistent tone

Weak
Meets a few of the
formatting requirements
(more than 6
inconsistencies)
Little or no changes after
first draft or personal
narrative
Significant lapses in
professionalism/ some
significant errors in
grammar/ mechanics/
usage
Inappropriate
paragraphing and/or
follows few conventions
of a memo

Unacceptable
Fails to cover the
minimal information
required/ includes
inappropriate info
Wordiness and
redundancies
Problems of
coherence/
digressions
Inappropriate word
choice
Inappropriate/
unprofessional tone

Unacceptable
Fails to meet most
formatting
requirements
No first draft included
and/or no personal
narrative
Sloppy,
unprofessional
presentation; major
errors in grammar/
mechanics/usage
No paragraph breaks
and/or follows no
conventions of a
memo

English 307
Unit 1: Job Analysis Materials Rubric
CRITERIA DESCRIPTION
Three job advertisements (with rhetorical analysis)
Professionalism of all Documents (including the organization of documents into a portfolio)
Rsum
Clean of formatting, Uses noun phrases, No more than 2 pages, 1margins, Legible font of appropriate
size, Uses correct tense
Objective: Concise, goal oriented, specific to job advertisement
Keywords and key phrases are highlighted and relied upon clearly in the document
No extraneous or distracting information
Sentences / Phrases of explanation are specific and develop/direct readers interpretation through the
lens of the objective statement
Word choice is purposeful and dynamic
Cover Letter
Clearly one or two claims (skills, perhaps) being highlighted, developed, and coupled with evidence
and appropriate analysis
Word choice is varied, direct, specific, and persuasive
Opens with a greeting, closes with gratitude
Professionalism spelling, grammar, sentence construction, and content develop ethos (credibility)
Purpose of letter is clear
Professional Inventory Worksheet
Gathering and Sorting Evidence Table: All skills, concepts, and requirements from job advertisement
are included in the table; Rsum is directly quoted; Relationship between the two columns is clear
Evaluation of Evidence: Analysis and critical thinking are evident; Consideration of discourse context
(of the job ad) is evident; Areas in need of improvement (question #3) exhibit explicit options that are
clearly related to the broad category but reflect new layer of specificity; Means of improvement
(question #4) are specific and realistic
FINAL GRADE

POSSIBLE
POINTS
5
10
30

25

30

100

POINTS EARNED

English 307:
Unit 2: Client Research & Proposal Rubric
SECTION
Email of Inquiry

Field Research

Client Proposal
Letter of Transmittal

Title Page

Abstract

CRITERIA
Greets client
Requests any necessary information
Introduces project and teammates
Makes intentions clear for the client-consultant relationship
Emphasizes need to collect data and set up interview
Articulates with clarity what response the students are requesting
Free of grammatical errors
Style is concise, direct, professional, and rhetorical
Sentences flow logically, and paragraphs are unified
Thanks the client for participating
Interview transcription is clear and ethical
Questions are balanced in that some are scripted and others are clearly follow up/responsive to the
interviewee
The following information is articulated in the interview: organizations history, purpose, clientele / role
in the community, organization structure, communication needs
Students maintained an appropriate level of professionalism throughout the interview
A clear purpose emerges from the interview
Questions are specific rather than broad.
Interviewers listen throughout and respond to the interviewee, paraphrasing and clarifying information
at several points, as well as following up on emerging threads
Interviewers do NOT ask leading questions that assume a particular answer
Interviewers avoid yes/no questions
Transcriptions notes are helpful and build a new layer of information into the interview
Format is correct and professional
Explains the title of the proposal
Denotes research completed in preparation of the proposal
Outlines each major section of the proposal (briefly, we get the purpose of each section)
Response requested and it is clear what and when that response should be
Tone is one of good will
Purpose is clearly to contextualize the materials to follow the letter
Free of spelling and grammar errors
Paragraphs and sentences reflect diversity, precision, flow, and appeals of logos.
Credibility is established through the letter
Title of proposal is leading and interesting
Date and names are correct and clear
Includes a graphic or other aesthetic element to engage interest and creativity
Free of spelling and grammar errors
Abstract is concise (1 paragraph)
Summarizes the proposal (the entire thing)
Offers necessary information of the sections to follow the abstract

POINTS
POSSIBLE
5

10

0
10

POINTS
EARNED

Need Statement

Project Description

Plan and Progress Checks

Budget

GLOBAL CONCERNS

Offers time line for deliverables

Indicates costs
Tone is clearly analytical versus simply summative
Free of spelling and grammar errors
Identifies mission of client
Need is abstract, not deliverable specific
It is clear why this is a need of the organization and how this need affects the entire organization
(rather than being an isolated need)
Offers evidence of the need
Offers analysis of how meeting this need will benefit the client
Is clearly persuasive employing all appeals of logos, ethos, and pathos
Demonstrates this is a primary need for the client (offering multiple reasons why)
Free of spelling and grammar errors
Sentences flow logically and lead into one another with transitions.
Active verbs abound and sentences are constructed in a variety of ways to encourage reader
engagement.
Sentences are clear and woven into the text such that each sentence transitions logically from those
around it.
There is an interrelatedness to all of the details offered in the document, which builds a single purpose.
Word choice is specific, purposeful, dynamic, and varied throughout.
Outlines a specific professional writing deliverable
It is clear how this deliverable will fulfill the need outlined in the need statement
It is clear how this is the best choice of a deliverable
Supports all claims with research and evidence pertinent to the organization
Description offers us a clear understanding of the deliverable (such that I could create it based upon the
description if I had to)
It is concise and heavily appeals to the audience through logos
Free of spelling and grammar errors
Sentences flow logically and lead into one another with transitions.
Active verbs abound and sentences are constructed in a variety of ways to encourage reader
engagement.
Sentences are clear and woven into the text such that each sentence transitions logically from those
around it.
There is an interrelatedness to all of the details offered in the document, which builds a single purpose.
Word choice is specific, purposeful, dynamic, and varied throughout.
Offers clear steps to completion (no conflated duties)
Makes clear when and where progress will be made on the deliverables
Progress checks describes methods of evaluation
There is a visual or other tool that offers a quick-check reference guide for progress and dates
Is reasonable, developed, and specific
All hours are accounted for
All costs are outlined with specificity and are accurate
Stipulations for future maintenance are articulated
Budget is reader-friendly, aesthetically pleasing, and offers a quick reference approach
All materials are submitted on time, with the appropriate minimum materials, and to the required place
of submittal (email of inquiry, signed letter of inquiry, interview transcription, client proposal)
Professionalism of all documents

15

15

10

10

15

Aesthetically pleasing materials that exhibit both creativity and professionalism

Conference time was well-organized, productive, and all required materials and people were present
TOTAL

100

English 307
Unit 3: Client Deliverable Production & Product (Oral Progress Report Rubric)
Superior

Good

Average

Deficient

Presentations Skills

Monitors audience with eye contact

Strategic use of gestures with visual aids
Strategic positioning throughout room
Changes voice, projection and pace of
speech to highlight information

Makes eye contact with most

audience members
Consistent gestures with visual
aids
Moves easily around room
Some change in voice, projection
and pace of speech to highlight
information

Glances at audience from time to time

Some gestures, but may be used in
distracting ways
Movement around room is minimal
and/or forced
Some variations in voice, projection
and pace of speech, but with a few
distracting vocal habits

Little eye contact

Gestures distract from
presentation
Stands or paces
Problems of speaking (e.g.,
too fast, too slow, trailing
voice, etc.)

Content:

Presentation addresses all areas of the

project sufficiently and includes
information that is interesting and useful
to the audience
Presenters make a persuasive and useful
connection between the content and
relevance to the audience
Each section of the presentation
develops a new level of understanding
for the client deliverable; consistently
building context and analysis

Presentation addresses all areas of

the project sufficiently
Presenters make a strong
connection between content and
relevance to the audience
Each section of the presentation
develops a new level of
understanding for the client
deliverable, but context and
analysis might need more
development and fluidity

Presentation adequately addresses all

areas of the project, but the audience
may be confused at times or left with
an unanswered question
Presenters include pertinent
information, but it may lack sufficient
support
Each section of the presentation is
addressed, though context and
analysis are superficial

Employs exceptional design strategies

that enhance both the content and the
presentation
A unifying theme is evident and
contributes to a greater contextual
understanding of the project and/or
deliverables
Text is precise, effective, and error-free
Deliverable clearly responds to the client
context provided in the presentation
Design of the deliverable exhibits
ingenuity, creativity, and a professional
and practical approach to the clients
wishes
Deliverables rhetorical purpose is
evident
Students solicit from and engage with
audience on design revisions

Interesting and creative design

that contributes to a unified
presentation
A theme is evident and unified and
it enhances audiences
understanding of project and/or
deliverables
Text is clear and nearly error free
Deliverable responds to the client
context provided in the
presentation, though there may
be one or two questions from the
audience
Design of the deliverable exhibits
creativity; it is a practical solution
to the clients wishes; it is
professional
Purpose of the deliverable is clear
in the presentation, but may not
be fully executed in the draft yet
(though the process of getting it
there is unquestioned)
Students are active in the
discussion of design revisions

Design is not distracting, but it may

lack creativity and/or a unified theme
Text is mostly clear and errors are
minor.

Some areas of content are

covered superficially
Presenters may use
evidence/support in illogical
ways
Some sections of the
presentation are not
addressed or are decontextualized (the
presentation does not work
as a single project but as
loosely connected sections)
Design is unclear or
distracting
Some gaps of coherence in
text and errors may be
distracting

Project Overview,
Client Context,
Progress Time line,
Project Development

PowerPoint Design

Deliverable(s)

Deliverable clearly linked with the

information of the presentation, but
audience has a few questions about
execution
Design of the deliverable is
professional, but lacking in creativity
and/or feasibility
Purpose of some of the design
elements of the deliverable are
unclear, but overall the deliverable
attends to rhetorical purpose
Students consider revision
suggestions, but they may not clarify
information or thoughtfully engage
the conversation

Relationship of the
deliverable to the
presentation is unclear (e.g.,
sets up a need that is not
met by the deliverable)
Purpose of the deliverable is
fuzzy.
Design of the deliverable
reflects disorganization
and/or haste; there is not
enough attention to detail
and design
Students listen to the
audience, but do not make
notes or ask questions in
regard to revision
suggestions

Unacceptable
Read presentation;
no eye contact
No gestures and/or
distracting
fidgeting is present
No movement
Monotone,
inaudible, excessive
verbal ticks,
aggressive tone
Fails to address one
or more areas
Unsubstantial
information

Design is distracting
and/or creates
confusion for the
audience
Text may be
incoherent and
errors are major.
Students fail to
distribute a draft or
the draft reflects
minimal design
effort
Rhetorical purpose
is absent
Students do not
engage with
audience on design
revisions

English 307
Unit 3: Client Deliverable Production & Product (Project Rubric)
/100 Deliverable
/30

Rhetorical Effectiveness
Clearly responds to context of case study
Clearly addresses the needs, interests, and concerns of its target audience
Takes into account audiences existing knowledge and understanding
Clearly addresses clients primary needs/purposes as outlined in client proposal
Achieves those purposes through strategic tailoring of both content and design

/20

Design
Exhibits ingenuity, creativity, and strategic thinking in all aspects of design
Adheres consistently to CRAP principles
Employs unifying design elements in and across deliverable(s)
Makes effective use of color, spacing, shape, and line
Incorporates appropriate layout and visuals
Chooses fonts an headings for design appeal and readability
Makes information both easy to find and visually appealing
Exhibits utmost professionalism in preparation and presentation of mock-up(s)

/50

Content
Uses creative strategies to attract and maintain audience interest
Uses appropriate language, style, and tone for target audience
Exhibits consistent you attitude toward audiences
Is clearly and effectively organized to achieve purpose
Is effectively informative, persuasive, or action-oriented depending on purpose
Writing is clear, concise, and cohesive
Reflects careful revision and editing
Material is truthful, ethical, and unbiased
Reflects well on brand image and reputation of client
Contains no errors in spelling, grammar, punctuation or mechanics

Deliverable Assignment Grade:

/100

Peer and Self Evaluation (40%)

English 307
Unit 4: Reflection & Peer- and Self-Evaluation
Superior
(40-36)
Content confirms
evaluations of other group
members
Content demonstrates
exceptional critical and
self-awareness
Writing uses strong,
specific evidence to
support claims
Tone is professional and
reflects a personal voice

Reflective Report (60%)

Superior
(60-54)
Effective and precise use of
formatting for the
design/genre
Content creates a full
picture of your work this
semester
Ideas and tone are deeply
analytical
Professional and elegant
presentation
Paragraphs/slides are
unified including strong
topic sentences and
organizational features

Strong
(35-32)
Content confirms most
evaluations of other group
members
Content demonstrates a
strong critical and selfawareness
Writing uses evidence to
support claims
Tone is professional

Strong
(53-48)
Meets almost all formatting
conventions for genre
Content gives the reader a
strong picture of your work
this semester
Ideas and tone are analytical
rather than simply
summative
Professional presentation
Paragraphs/slides are
unified and organized

Competent
(31-28)
Content confirms some
evaluations of other group
members
Content demonstrates a
some critical and selfawareness
Writing uses some evidence
to support claims
Tone is professional, but
affected

Competent
(47-42)
Meets some formatting
requirements
Content gives the reader an
adequate picture of your
work this semester
Ideas and tone are somewhat
analytical.
Few lapses in professionalism,
grammar, mechanics, and/or
usage
Mostly unified and organized
paragraphs/slides

Weak
(27-24)
Content confirms little in
the evaluations of other
group members
Content demonstrates a
little critical and selfawareness
Writing uses little
evidence to support
claims
Inconsistent tone

Weak
(41-36)
Meets few format
requirements
Content gives imprecise
or nonspecific insight
regarding your work this
semester
Ideas and tone are
summative.
Significant lapses in
professionalism/
significant errors in
grammar/mechanics
Inappropriate
organization

Unacceptable
(23-0)
Content refutes the
evaluations of the
other members
Content demonstrates
no critical and selfawareness
Little to no evidence
to support claims
Unprofessional tone

Unacceptable
(35-0)
Fails to meet most
formatting
requirements
Content rambles or
digresses.
Sloppy,
unprofessional
presentation; major
errors in grammar/
mechanics/usage
Mostly disorganized

English 308
Technology Access Memo
Professionalism

/20

Does the document reflect a professionals eye for detail? Is the layout of the page organized and visually appealing? Does the
document reflect accessibility and readability?
1

Is the tone of the document appropriate for its audience? Does the tone of the document adhere to the conventions of the genre?
Is the document free of slang or colloquialisms unsuited to a professional working environment?
1

Does the document reflect careful editing? Is the document free of grammatical and spelling errors?
1

Did the author complete all aspects of the assignment (for example, drafts, peer review, workshops, and so forth)? Were all aspects
of the assignment completed in a timely manner?
1

Format and Design

/20
Does the document reflect the required font size and style, margins, header, page length, spacing (and so forth)?
1

10

Does the document follow the criteria required in terms of subject matter? That is, does the document sufficiently address all the
points required by the assignment?
1

10

Content
/30
Does the document reflect a clear and concise purpose? Does the overview efficiently convey its scope? Does the document reflect
a clear sense of audience and attention to the audiences needs? Does the overall document achieve its purpose?
1

Does the document include and address only pertinent information? Is the document free of all unnecessary information? In other
words, do all the sentences and paragraphs within the document work together and build upon each other to fulfill the intended
purpose?
1

Is the document organized in a logical manner? Are headings and subheading used appropriately (if applicable)?
1

Does the document reflect a clear emphasis on description? Does the document adequately explain and provide sufficient
rationales (that is, does the document thoroughly explain the why rather than give vague, imprecise descriptions)?
1

10

11

12

Style

/30

Does the document reflect careful attention to word choice? Does the document consistently use word choice that is specific,
purposeful, varied, and most accurately conveys meaning?
1

Is the document written primarily in active voice and are the sentences constructed in variety of ways to encourage reader
engagement?
1

Are the transitions between sentences smooth? How about between paragraphs?
1

Does the document reflect a professional writing style that is coherent, clear, and concise? Are sentences and paragraphs
constructed in a manner that clearly and accurately conveys meaning, thus executing its intended purpose?
1

Final Comments

10

English 308
Unit 1: Quick Reference Card Project
Component
Documentation
Memo
(10% of QRC Grade)

Design Template
(20% of QRC Grade)

Usability Test
Memo
(20% of QRC
Grade)

QRC Deliverable
(50% of QRC
Grade)

Criteria
This will be graded according to standards outlined in your Technology Access Memos. The general criteria for grading includes (for
more specific criteria, refer to the memo rubric):
Professionalism (professional tone, careful editinglack of errors, completion of drafts, peer reviews, etc.)
Format and Design (criteria includes meeting requirements for both subject matter and page formatting)
Content (clarity of purpose, free of unnecessary information, organization, emphasis on description
evidence/explanation)
Style (word choice, active sentences, smooth transitions, professional writing style that is clear and concise).

This grade reflects your technical descriptions in your Design Template, the specificity of your planned design, and the correlation
of your Design Template with the intended purpose of the Documentation Memo and its application in your QRC deliverable.
Among the criteria for grading include:
Descriptive title for template
Name of team members and date template was last updated
Thumbnail sketch of your two-page quick reference card layout including specifications for margins, justification,
paragraph spacing, column layout, image/icon placement, image captions, note/tip/warning placement, white space use,
border placement, and header/footer placement.
Specific listing and/or depiction of design attributes including font color, face, size, emphasis for title, header, body,
caption, callout, header, footer, and any other text; color scheme for document; bullet styles for unordered and ordered
lists; table design attributes; callout format; and file formats and resolution for icons and graphics.
This grade reflects both your usability test questions and your usability test memo synthesizing the results of your test. Among the
grading criteria include:
Clarity in goals of usability testing (clarity and correlation of usability test with intended goals questions, instructions, etc)
Inclusion of sample responses
Clarity of written memo (demonstration of thoughtful analysis of results, clear, professional writing style, reflects careful
editing, etc.)
Memo addresses required content
Your final product, the QRC Deliverable, will be graded according to the following criteria.
One, two-sided 8.5 X 11 inch page.
Printer friendly margins.
Creators names are listed.
Includes references for images or other information that is not your own
Includes a descriptive title
Describes the aim, purpose, or desired outcome of the procedure in a concise, clearly-written statement.
Shows the location of key parts and explains its functions(if applicable)
Notes needed materials and equipment (if applicable)
Exemplifies the principles of effective design discussed in class (emphasis, alignment, repetition, etc.). Focal points
enhance reader understanding.
Insightfully corresponds to the audiences needs, goals, and values. The superior QRC reflects an advanced awareness of
the rhetorical situationthe context (including genre considerations), the target audience (including level of expertise),
and the purpose (to educate or inform).
The information included in the QRC is written for a non-expert audience (includes no technical jargon, defines key
terms, and uses plain language).
Access points are clear throughout and are rhetorically constructed (to lead scanning eyes).
Design attributes such as font color, face, size, emphasis for title, head, body, caption, callout, header, footer, and any
other text; bullet styles for unordered and ordered lists; table design attributes are standardized and develop a
professional image.
Color scheme for document builds unity.
Color used rhetorically, contrast in positive ways and analogous when needed.
Graphics are clearly associative with text and they contribute to the readers understanding
Graphics look neat, professional, attractive, and easy to read
Clear indicators of where the card starts and stops.
Text is free from grammatical errors.
Text demonstrates the use of active voice in written instructions
Text is free from unnecessary information
Text distinguishes action from supporting information
Headings group related tasks under action-oriented headings
Tasks are arranged in a logical order and clearly listed
Submission of QRC materials follows instructions and requirements

Grade

English 308
Unit 2: Redesign Project (Portfolio)
SECTION

CRITERIA

POINTS
POSSIBLE
5

Process and Venue

Selection
Paragraphs
Project Proposal
Memo

Two processes per team member (one paragraph for each process)
Rationale for possible venue (Instructables, eHow, etc.)
Addresses all criteria as required in the Project I assignment sheet (Process to Document,
Website Venue, Audience, Preliminary Research, Research Plan, Rationale, Drafting Plan)
Follows conventional memo formatting 1-inch margins, full block formatting, memo header,
memo overview, memo closing, etc.
Written text is clear and concise; eliminates redundancy
Professionalism spelling, grammar, sentence construction text is carefully edited and
proofread

10

Technical
Instruction Portion
st
(1 Draft Used)

Includes a completed draft of instructions to document chosen process

Includes relevant images to accompany text
Makes use of principles of segmenting
Displays a clear organizational hierarchy

Includes pre-testing script introducing the team and explaining purpose of the test; any pretesting questions for evaluators; information about administering the test; any post-testing
questions for evaluators; any post-testing scripts.
Text is clear and concise; exhibits professionalism spelling, grammar, sentence construction,
etc.

Written Testing
Instructions for
Evaluators

Includes instructions explaining what evaluators are to do before, during, and after testing.
Explains any practices such as pre-testing/post-testing interviews.
Text is clear and concise; exhibits professionalism spelling, grammar, sentence construction,
etc.

Written Usability
Test

Asks specific questions and/or requires evaluators to do specific tasks.

Questions are crafted with clear testing goal in mind (read/locate, performance,
understandability, etc.)
Concisely describes the testing environment, time, date, location, persons present, and other
environmental factors.
Includes a diagram of room layout with placement of computers/other equipment.
Includes notes, if applicable

1-page memo providing information about the test itself and its effectiveness; indicates both
positive and negative results; synthesizes testing results and explains revisions to
documentation
Follows all memo conventions and formatting requirements
Text is clear and concise; exhibits professionalism spelling, grammar, sentence construction,
etc.
Demonstrates visual demonstration of process
Exhibits professionalism video is carefully edited; sound and audio complement visuals, etc.

10

Matches instructions posted on Instructables

Describes the aim, purpose, or desired outcome of the process in a concise, clearly-written
statement.
Notes needed materials and equipment
Shows the location of key parts and explains its functions (if applicable)
Instructions are written for a non-expert audience (includes no technical jargon, defines key
terms, and uses plain language)
Presents steps in a list and is arranged in a logical manner
Uses action-oriented headings

40

Usability Testing
Portfolio
Written Testing
Instructions for
Testers

Description of
environment and
user-testing notes

User-Testing
Results Documents

Video Instruction

Final Draft of
Documentation

POINTS EARNED

Uses active voice and imperative mood

Uses blank space rhetorically for readability and ease of use
Highlights or marks key words in some fashion to denote level of importance
Presents branching steps clearly
Images are clearly associative with text and contribute to the readers understanding
Images look neat, professional, attractive, and easy to read
Text is consistent throughout documentation parallelism, etc.
Text is concise instructions are not wordy or redundant
Text is free from grammatical errors and exhibits professionalism
Monitoring of
Responses

Includes copies of comments from Instructables

Includes thoughtful responses to comments
Exhibits professionalism
TOTAL

Additional Comments:

100

English 308
Unit 2: Redesign Project (Oral Presentations)
Speakers:
Project Title:

Content Organization and Development

In the introduction, the group provides an effective overview of the original Websites rhetorical context, including its purpose and target
audience. In the body of the presentation, the student group makes a convincing case for the need for a redesign of the site, explains what they
want to accomplish with the redesign, and details what they propose the redesign to look like. The body also indicates a plan for carrying out the
redesign of the project. In the conclusion, the group aptly summarizes key points, thanks their audience, invites questions, and answers questions
effectively.
5
Exceptional

4
Good

3
Competent

2
Poor

1
Unsatisfactory

Power Point Design and Presentation Visuals

The Power Point slides are well-designed and reinforce, but dont simply repeat, the main points of the presentation. The visuals were easy to see
and understand and did not compete with the speakers for the audiences attention.
5
Exceptional

4
Good

3
Competent

2
Poor

1
Unsatisfactory

Speaking Presence
The speakers used clear language to get points across and seemed relaxed and poised. They exhibited no distracting vocal or physical mannerisms
and made eye contact throughout the presentation. They conveyed a sense of enthusiasm about the project.
5
Exceptional

4
Good

3
Competent

2
Poor

1
Unsatisfactory

Redesign Sketch
The proposed redesign offers an effective revision of the original Website in that it responds to the needs the readers identified in the
presentation. The new design succeeds in improving the document with apt consideration of the Websites purpose and audience.
5
Exceptional

4
Good

3
Competent

2
Poor

1
Unsatisfactory

Collaboration
The group seemed well rehearsed and the presentation transitioned smoothly from one group member to the next. Each group member seemed
to have done an equal amount of work in preparing and delivering the presentation.
5
Exceptional

Evaluator Comments:

4
Good

3
Competent

2
Poor

1
Unsatisfactory

English 308
Unit 3: Formal Report
Formal Report: Professionalism
/20
Does the document reflect a professionals eye for detail? Does the document reflect accessibility and readability? Was all correspondence
conducted in a professional manner?
1
2
3
4
5
Is the tone of the document appropriate for its audience? Does the tone of the document adhere to the conventions of the genre? Is the
document free of slang or colloquialisms unsuited to a professional working environment?
1
2
3
4
5
Does the document reflect careful editing? Is the document free of grammatical and spelling errors?
1
2
3
4
5
6
7
Did the authors complete all aspects of the assignment (for example, drafts, peer review, workshops, and so forth)? Were all aspects of the
assignment completed in a timely manner?
1
2
3
Formal Report: Formal Qualities and Design
/20
Does the writer effectively employ design principles in order to achieve a reader-centered document? (font size and style, margins, header, page
length, spacing (and so forth)?
1
2
3
4
5
6
7
8
9
10
Does the document follow the criteria required in terms of subject matter? That is, does the document sufficiently address all the points required
by the assignment and conform to elements of the genre?
1
2
3
4
5
6
7
8
9
10

Formal Report: Content Development and Ethical Considerations

/30
Does the document reflect a clear and concise purpose and establish a line of inquiry? Does the overview efficiently convey its context and scope?
Does the document reflect a clear sense of audience and attention to the audiences needs? Does the overall document achieve its purpose?
1
2
3
4
5
6
7
8
Do all the sentences and paragraphs within the document work together and build upon each other to fulfill the intended purpose? Does the
writer use specific details, and strong topic sentences that support excellent paragraph development?
1
2
3
4
5
6
Is the document organized in a logical manner? Are headings and subheading used appropriately (if applicable)? Does the document avoid
repetition? Are all outside sources (including visuals) cited appropriately within the text and noted within the appendices?
1
2
3
4
Does the document reflect a clear emphasis on description regarding process and planning through a description of methods used, research
results, obtained and an analysis of those results? Does the document adequately explain and provide sufficient rationales regarding
recommendation? (that is, does the document thoroughly explain the why rather than give vague, imprecise descriptions)?
1
2
3
4
5
6
7
8
9
10
11
12

Formal Report: Style Considerations

/30
Does the document reflect careful attention to word choice? Does the writer consistently use word choice that is specific, purposeful, varied, and
most accurately conveys meaning?
1

Is the document written primarily in active voice and are the sentences constructed in variety of ways to encourage reader engagement?
1

Are the transitions between sentences smooth? How about between paragraphs?
1
2
3
4
Does the document reflect a professional writing style that is coherent, clear, and concise? Are sentences and paragraphs constructed in a manner
that clearly and accurately conveys meaning, thus executing its intended purpose?
1
2
3
4
5
6
7
8
9
10
Final Comments:

English 308
Unit 4: Reflection Memo

Reflective Report (100%)

Superior
(100-90)
Effective and precise use of
formatting for the
design/genre
Content creates a full
picture of your work this
semester
Ideas and tone are deeply
analytical
Professional and elegant
presentation
Paragraphs/slides are
unified including strong
topic sentences and
organizational features

Strong
(89-80)
Meets almost all formatting
conventions for genre
Content gives the reader a
strong picture of your work
this semester
Ideas and tone are analytical
rather than simply
summative
Professional presentation
Paragraphs/slides are
unified and organized

Competent
(79-70)
Meets some formatting
requirements
Content gives the reader an
adequate picture of your
work this semester
Ideas and tone are somewhat
analytical.
Few lapses in professionalism,
grammar, mechanics, and/or
usage
Mostly unified and organized
paragraphs/slides

Weak
(69-60)
Meets few format
requirements
Content gives imprecise
or nonspecific insight
regarding your work this
semester
Ideas and tone are
summative.
Significant lapses in
professionalism/
significant errors in
grammar/mechanics
Inappropriate
organization

Unacceptable
(59 or below)
Fails to meet most
formatting
requirements
Content rambles or
digresses.
Sloppy,
unprofessional
presentation; major
errors in grammar/
mechanics/usage
Mostly disorganized

Style and Rhetorical Awareness (50%)

Presentation and Delivery (50%)

English 307/308
Professional Communication Grading Rubric (optional assignment in 30
Superior
A
Consistently uses subject lines that
concisely convey the purpose of
the email or post.
Consistently uses greetings that
convey respect for the audience
and establish a rapport
appropriate for the situation.
Uses body paragraphs that convey
the purpose of the message;
paragraphs are concise stick to a
point.
Consistently ends with appropriate
closings and signatures that
establish a rapport with reader.
Signature indicates role and
contact information that is
pertinent to the audience of the
message.
Consistently titles files with last
name, assignment title, and date.
Emails and posts are timely and
appropriate medium.
Includes attachments only when
solicited by reader.
Formality of prose is appropriate
for the rhetorical situation;
conveys professional tone and
goodwill.
Writing is exceptionally clear in all
emails and posts; writer
consistently uses complete words
and sentences.
Emails and posts showcase
exceptional grammar, spelling, and
mechanics.
Writing is concise but concrete
conveys just the information the
reader needs to know.

Strong
B
Always includes subject lines
that are somewhat specific.
Always includes a greeting
that is appropriate for
audience.
Uses strong body paragraphs;
paragraphs are brief and
usually stick to one point.
Always ends with an
appropriate closing and
signature.
Signature indicates role and
contact information.
Always includes titles on files
attached to the message.

Competent
C
Includes subject lines in most
emails and discussion posts
Usually begins with a
greetings
Includes body paragraphs in
most emails or post;
paragraphs may be unclear or
lack a central point
Usually ends with a closings
and signature
Signature indicates some
specifying information. role
and contact information
Usually titles file names on
attachments

Wea
D
Some emails an
subject lines bu
lacking or too v
Most emails or
greeting or the
inappropriate f
Body paragrap
lack clarity or p
posts or emails
body paragrap
Most emails or
closing or the c
inappropriate f
Signature line i
Attachments a
consistently na

Most emails and posts are

timely; email and/or posting
usually a strong choice of
medium.
Attachments are solicited by
reader; one may not be.
Prose is formal, professional,
and establishes rapport with
reader.
Writing usually clear in most
emails and posts. Some may
be rushed or incomplete.
Emails and posts showcase
strong grammar, spelling, and
mechanics.
Writing is typically concise
but may lack some important
information.

Many emails and posts are

timely, but some are not.
Emails and posts when
required, but may have a few
unreasonable emails/posts.
Attachments included when
solicited, but two or more
may not.
Prose is respectful, but
sometimes too casual or
formal for the situation.
Writing is fairly clear in most
emails and posts.
Emails and posts show
adequate grammar, spelling,
and mechanics. There may be
some issues.
Writing is brief but at times
too brief or too long.

Missing some e
waits to reply t
teacher; Sends
inappropriate e
once.
Includes unsoli
attachments.
Prose lapses in
and may offend
Significant erro
mechanics, usa
writing unclear
and posts.
Emails and pos
conventions of
style.