10 Inadequate Developing Competent Effective Highly Effective Situational The writer offers The writer offers The writer The writer The writer Understanding no evidence of only displays a shows a clear shows a understanding rudimentary fundamental understanding of dynamic The writer even the most evidence of understanding of the situation in understanding of writes to inform basic tenets of understanding the situation in which he or she the situation in in such a way so the situation in the situation in which he or she writes to inform which he or she as to which he or she which he or she writes to inform through writes to inform demonstrate a writes to inform, writes to inform, through research, through the use thorough offering no offering little research, attention to of research, understanding of evidence of evidence of attention to ethics, clarity, attention to the situation in research, research, ethics, clarity, focus, well- ethics, clarity, which he or she attention to attention to focus, well- defined key focus, well- participates and ethics, clarity, ethics, clarity, defined key terms, or defined key the role of the focus, well- focus, well- terms, and specific details. terms, or information in defined key defined key specific details. specific details. the situation. terms, or terms, or specific details. specific details. Purpose The writer The writer The writer The writer The writer displays no expresses only expresses a clearly expresses clearly expresses The writer identifiable minimal concrete the purpose for a sophisticated articulates why purpose for understanding of understanding of writing to understanding of he or she writes writing to the purpose and the purpose inform and the purpose for to inform and inform. his or her behind his or her provides writing to how the reasons for writing to adequate inform and provided writing to inform and research, provides information will inform. provides some attention to substantial function within research, ethics, clarity, research, the situation. attention to focus, attention to ethics, clarity, key ethics, clarity, focus, terms, and focus, key specific details key terms, or in support of the terms, and specific details. purpose. specific details in support of the in support of the purpose. purpose. Thesis The writer The writer The writer The writer The writer provides no provides a conveys an clearly provides clearly expresses The writer discernible general or original yet a valid thesis an original and articulates a thesis regarding familiar claim simple thesis regarding the sophisticated clear claim the information about the about the delivered thesis about the regarding the he or she provided information information and delivered objective of the which is supports that information and
10 Inadequate Developing Competent Effective Highly Effective Situational Understanding The writer writes to inform in such a way so as to demonstrate a thorough understanding of the situation in which he or she participates and the role of the information in the situation. The writer offers no evidence of understanding even the most basic tenets of the situation in which he or she writes to inform, offering no evidence of research, attention to ethics, clarity, focus, well- defined key terms, or specific details. The writer offers only rudimentary evidence of understanding the situation in which he or she writes to inform, offering little evidence of research, attention to ethics, clarity, focus, well- defined key terms, or specific details. The writer displays a fundamental understanding of the situation in which he or she writes to inform through research, attention to ethics, clarity, focus, well- defined key terms, and specific details. The writer shows a clear understanding of the situation in which he or she writes to inform through research, attention to ethics, clarity, focus, well- defined key terms, or specific details. The writer shows a dynamic understanding of the situation in which he or she writes to inform through the use of research, attention to ethics, clarity, focus, well- defined key terms, or specific details. Purpose The writer articulates why he or she writes to inform and how the provided information will function within the situation. The writer displays no identifiable purpose for writing to inform. The writer expresses only minimal understanding of the purpose and his or her reasons for writing to inform. The writer expresses a concrete understanding of the purpose behind his or her writing to inform and provides some research, attention to ethics, clarity, focus, key terms, or specific details. in support of the purpose. The writer clearly expresses the purpose for writing to inform and provides adequate research, attention to ethics, clarity, focus, key terms, and specific details in support of the purpose. The writer clearly expresses a sophisticated understanding of the purpose for writing to inform and provides substantial research, attention to ethics, clarity, focus, key terms, and specific details in support of the purpose. Thesis The writer articulates a clear claim regarding the objective of the The writer provides no discernible thesis regarding the information he or she The writer provides a general or familiar claim about the provided The writer conveys an original yet simple thesis about the information which is The writer clearly provides a valid thesis regarding the delivered information and supports that The writer clearly expresses an original and sophisticated thesis about the delivered information and
Dobrin_Ch10_WtInform_Rubric.docx