Reflection Letter Rubric NEW PDF

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Reflection Cover Letter Rubric Quality of Writing Exceeds Expectations

Meets expectations

Does not meet expectations

Utilizes an effective controlling idea

Clear, nuanced, and persuasive position. Argument coheres around a controlling idea.

Clear and plausible position. Argument coheres around a controlling idea.

Position lacks clarity or is inappropriate for this assignment.

Forwards specific claims about their writing

Claims about writing are specific and insightful. Detailed account of work completed in the class and its significance.

Claims about writing are specific. Detailed account of work completed in the class.

Simplistic or overly general claims.

Supports claims with sufficient and contextualized evidence

Evidence and analysis convincingly support claims about the student’s writing and is effectively contextualized with framing or “quote sandwiches.”

Evidence and analysis support claims and are contextualized with framing or “quote sandwiches.”

Insufficient evidence, improper contextualization, or unclear connection between claims and evidence.

Employs appropriate organizational strategies

Sophisticated or innovative organizational structure that supports the controlling idea. Effective transitions.

Logical structure. Paragraphs are organized around a single topic or idea. Deploys transitions.

Illogical or overly simplistic structure. Paragraphs are not cohesive.

Exemplifies rhetorical awareness

Sophisticated framing of letter for both instructor and EWP raters. Student shows enthusiastic engagement that draws in readers.

Frames letter for both instructor and EWP raters. Conveys sense of purpose and writerly ethos.

Fails to write for the audience. Lacks ethos or awareness of writing task.

Is clean, grammatical, and readable

Grammar choices result in a distinct and engaging voice. Might include a written accent.

Sentence structures are grammatically competent, varied, and at least somewhat complex. Might include written accent.

Frequent and distracting grammar errors or sentence structure errors. Wordy or monotonous writing.

Meets expectations

Does not meet expectations

Student Learning Exceeds Expectations

Explicitly addresses course/ program learning outcomes

May or may not specifically quote language of the outcomes but shows sophisticated understanding of outcomes in connection to their own writing.

May or may not specifically quote language of the outcomes but makes connections between outcomes and their writing.

Hard to tell if student is fully aware of the learning outcomes. Might briefly acknowledge the outcomes but shows little thought about how they apply to their own writing.

Effectively addresses multiple genres of writing

Discusses writing in different genres and thoughtfully addresses changing audiences, purposes, and rhetorical situations.

Discusses writing in different genres and acknowledges that audience, purpose, and rhetorical situations change.

Either doesn’t discuss multiple genres or mentions them without exhibiting an awareness of differences between genres.

Multimodal

Thoughtful discussion and analysis of writing in multiple modes (Written, Oral, Visual, Electronic, Nonverbal).

Demonstrates use of multiple modes of writing (Written, Oral, Visual, Electronic, Nonverbal).

Little awareness that writing occurs in anything other than alphanumeric text.

Articulates their own writing process

Offers cogent analysis of how they develop writing, respond to feedback, and revise their work, perhaps noting that different writing tasks require different approaches.

Explains in sufficient depth their own writing and revision process.

Doesn’t consider how writing exhibits have changed through drafts and revisions or makes overly simplistic claims about their writing process.

Analyzes at least one exhibit in depth

Sophisticated and convincing analysis of at least one exhibit.

Analyzes at least one piece of writing in further depth.

Lack of attention to at least one exhibit and how it has changed throughout the writing process. Superficial attention to exhibits.

Transfer/ application

Clearly articulates takeaway ideas that will help (or have already helped) in other writing situations. Begins to theorize writing.

Articulates how writing practices in this course might be (or have already been) used for other writing situations.

Little or no engagement with writing beyond course content....