Sei sulla pagina 1di 3

Rubric for Public Service Announcement

Rubric Exceeds Expectations Meeting Expectations Approaching Expectations Far Below Expectations
Purpose and The writing meets the The writing meets the The writing may not meet all of the The writing does not the requirements of the
Audience requirements of the assignment, requirements of the assignment, requirements of the assignment, assignment, engages the audience, and does not
engages the audience, and engages the audience, and engage the audience, or demonstrates demonstrate a proficient facility with audience
demonstrates a basic familiarity demonstrates an average an above average facility with and purpose appropriate for the particular
with audience and purpose familiarity with audience and audience and purpose appropriate for discipline and/or genre for which the student is
appropriate for the sensitive purpose appropriate for the the sensitive situation. Student may writing.
situation. Student does not cause sensitive situation. Student does cause panic
panic. not cause panic .

Hypothesis The writing is clear and focused; The writing is clear and focused; The writing may be unclear or not The writing is unclear or not focused; reader
and reader can understand the reader can understand the focused; reader can understand the cannot understand the hypothesis. Student’s
introduction hypothesis. Student’s hypothesis hypothesis. Student’s hypothesis hypothesis. Student’s hypothesis may hypothesis is inaccurate Students preview is too
is accurate to the assignment. is mostly accurate to the have more than two pieces of detailed, or not detailed enough, or missing.
Student provides adequate assignment. Student provides inaccurate information. Students Student does not provide appropriate salutation or
preview of topics being covered adequate preview of topics being preview is too detailed, or not introduction of who they are.
without too much detail. Student covered. Student provides detailed enough. Student may not
provides appropriate salutation appropriate salutation and provide appropriate salutation or
and introduction of who they introduction of who they are. introduction of who they are.
are.
Development Supporting details are suitable to Supporting details are suitable to Supporting details are mostly suitable Supporting details are not suitable to purpose and
and Support audience and purpose; material audience and purpose; material to purpose and audience; material audience; material drawn from external sources
drawn from external sources is drawn from external sources is drawn from external sources may not may not be apparent. Reasoning is not sound and
incorporated into the text. incorporated into the text. be apparent. Reasoning is mostly does not contain logical fallacies. Students
Reasoning is sound and does not Reasoning is sound and does not sound and does not contain logical creative elaboration on cautions is not reasonable.
contain logical fallacies. contain logical fallacies. fallacies.
Students creative elaboration is Students creative elaboration on Students creative elaboration on
realistic, and makes sense. cautions may contain one cautions may contain inaccuracies, or
inaccuracy. may not be reasonable.
Organization Organization is clear and Organization is clear and Organization is clear and coherent; Organization is not clear and coherent; order and
coherent; order and structure are coherent; order and structure are order and structure are present; clear structure are not present; clear sequencing and
present; clear sequencing and present; clear sequencing and sequencing and paragraphing; paragraphing; developed introduction and
paragraphing; developed paragraphing; developed developed introduction and conclusion are not apparent.
introduction and conclusion. In introduction and conclusion. In conclusion. In addition, the student

1
Rubric Exceeds Expectations Meeting Expectations Approaching Expectations Far Below Expectations
addition, the student addition, the student demonstrates a beginning
demonstrates a proficient demonstrates an above average understanding of how to
understanding of how to of how to appropriately organize appropriately organize his/her work
appropriately organize his/her his/her work for the particular for the particular discipline and/or
work for the particular discipline discipline and/or genre in which genre in which he/she is writing.
and/or genre in which he/she is the student is writing.
writing.
Style The writing is clear and The writing is clear and The writing is clear and language is The writing is not clear and language is not
language use is precise. The language use is precise. The appropriate to the rhetorical context appropriate to the rhetorical context and audience
student makes proficient use of student makes above average use and audience but may call attention but may call attention to itself. Student clearly
language in a way that is of language in a way that is to itself in minor ways (e.g., the did not draw empathy and understanding from “A
appropriate for the particular appropriate for the particular purpose of this paper is...; I feel Death Struck Year” Student does create panic
discipline and/or genre in which discipline and/or genre in which that...; etc.). The student is beginning with the audience
the student is writing. Student the student is writing. Student to use language in a way that is
clearly drew empathy and clearly drew empathy and appropriate for the particular
understanding from “A Death understanding from “A Death discipline and/or genre in which the
Struck Year” Student does not Struck Year” Student does not student is writing. Student may have
create panic with the audience. create panic with the audience. drew empathy and understanding
from “A Death Struck Year” Student
does not create panic with the
audience.
Newscast Students are dressed appropriate, Students are dressed appropriate, Students may not dress appropriate, Students does not dress appropriate, speech is not
Style speak clearly, and use speak clearly, and use speak may not clearly, and use clearly, and do not use appropriate tone and
presentation appropriate tone and inflection appropriate tone and inflection appropriate tone and inflection in inflection in voice. Student is monotonous.
in voice. Student is not in voice. Student is not voice. Student may be monotonous. Student may not meet written expectations
monotonous. Students meet monotonous. Students meet Students may not meet written verbally. Students do not incorporate props,
written expectations verbally. written expectations verbally. expectations verbally. Students do screen, or other typical broadcaster features.
Students include props, screen, Students include limited props, not incorporate props, screen, or
or other typical broadcaster screen, or other typical other typical broadcaster features.
features. broadcaster features.

2
Citing Any material drawn from a Any material drawn from a Any material drawn from a source is Any material drawn from a source is properly
Sources source is properly documented source is credible and relevant properly cited and documented in a cited and documented in a format that is
and cited. and is properly documented and format that is appropriate for the appropriate for the particular discipline and/or
cited. particular discipline and/or genre in genre in which the student is writing.
which the student is writing.