Virtually free of grammatical errors. Uses appropriate format and style for intended audience. Varied sentence structure, often for effect/impact.
Writing mechanics-spelling | Same as above. | Same as above. | Same as above. | Same as above. |
Writing mechanics-punctuation | Same as above. | Same as above. | Same as above. | Same as above. |
| | Same as above. | Same as above. | Same as above. | Same as above. |
Writing content-coherence | Errors demonstrate weaknesses in coherence, thesis and organization. Limited subject-specific vocabulary used. | “Chunk writing,” blocks of text are united under an idea, but suddenly shift to a different point and then back to the original. | Overall clear arguments with a few points that are extraneous or inapplicable. | Well developed and organized. Consistent evidence and sufficient support for arguments. |
Writing content-organization | Unable to track from beginning to end. No flow from point to point is evident. | Functional transitions, but they do not contribute to flow. | Organization is easily followed but with some ambiguities. | Succinct and articulate, helping keep target audience’s interest. |
Writing content-thesis/thought quality | Unclear what the main thrust of the document is supposed to be. | Thesis may be too broad and unsupported. May lack focus or introduce more than one major idea. Ineffective transitions, rambling format difficult to follow, There are some examples and evidence, though unsupported generalizations or irrelevant ideas may be common. | Thesis has stated purpose but is too broad or vague. | Engaging and clear thesis. |
Appropriate for audience | Speaks too broadly and/or uses language and concepts below or above audience comprehension, writes to impress, not to express. | Some content falls outside the target’s frame of reference. | Subject and construction are of interest and value to the audience, but a few references are outside the audience’s experience. | Clearly focused on a particular audience and argues with concepts that are comprehensible to the target. |
Appropriate for language | Language choices are too simple or too complex for the target. | Recognizes the audience, but relies on jargon and terminology that may be unusual for audience members’ vocabulary. | Audience and language are matched, but references that are outside the target’s reference are still evident. | Demonstrates command of language for the field and when and how it is used. |
Appropriate style | Casual style is used for formal presentations and vice versa. | Selects from available styles that which corresponds to audience experiences. | Judges without prompting or assistance messages that appeal to targets and meshes with target experience. | Constructs message style that match target experiences. |
Certificate Program in Integrated Strategic Communications Outcome 2: Students will build skills for successful functioning in the industry. |
Traits | Performance Levels |
Introductory | Milestone | Capstone | Advanced |
Demonstrate fundamental skills that show competency in and ability to be employed in a mass communications field. | Practices message construction with guidance from others. | Sorts information, inventories traditions and practices, recognizes the significance of targets, | Arranges components in appropriate style, brings together a variety of viewpoints, and diagnoses problems in ones own work. | Formulates a complete message without assistance, argues in support of the message using a variety of sources from the synthesized materials, gives reasons why messages address audiences in the way they do. |
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