Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
|Context of and Purpose for Writing
Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s).
|Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses 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 audience, purpose, and context).||Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience’s perceptions and assumptions).||Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).|
|Content Development||Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work.||Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.||Uses appropriate and relevant content to develop and explore ideas through most of the work.||Uses appropriate and relevant content to develop simple ideas in some parts of the work.|
|Genre and Disciplinary Conventions
Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields (please see glossary).
|Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices||Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices||Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation||Attempts to use a consistent system for basic organization and presentation.|
|Sources and Evidence
See Research and Citation & Documentation.
|Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing||Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.||Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.||Demonstrates an attempt to use sources to support ideas in the writing.|
|Control of Syntax and Mechanics
See Grammar Essentials and Grammar Refresher.
|Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.||Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.||Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.||Uses language that sometimes impedes meaning because of errors in usage.|
(Source: AAC&U Written Communication VALUE Rubric)