Self reliant in the use of programs and operations. Applying program capabilities to deliver conceptual points.
Adept with a number of programs standard in the industry. Applies programs to assist in moving a story and supporting the main points. Translates concepts/visions into quality finished products. | Production value | Reflects little acumen with production technology, lacks judgment about production value. amateurish. | Exhibits rudimentary ability, recognizes where production is needed but does not deliver quality products | Good overall production but lacks attention to details that create a polished final product. | Polished presentation whether print or video, equal to professional presentation. |
Certificate Program in Digital Communications Learning Outcome 2: Students will write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve. |
Traits | Performance Levels |
Introductory | Milestone | Capstone | Advanced |
Writing mechanics-grammar | Numerous errors are commonly found in subject-verb agreement, spelling, singular-plural verb number and tense, pronoun/ antecedent, adjectives/adverbs, syntax, punctuation, word choice, sentence structure, and AP/APA styles. | Formulaic sentence structure. Some spelling punctuation or capitalization errors. Some non-standard syntax usage. A few grammatical errors may be noticeable but do not interfere with readability. Vocabulary is used properly in research papers, although sentences are mainly simple and only few compound sentences noted. | Functional sentences but a few errors are present. Occasional errors demonstrate carelessness and lack of adequate proofreading. Vocabulary and sentence structure indicate some acknowledgement of target audience. Complex sentences appear as appropriate for academic projects. | 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. |
| | Same as above. | Same as above. | Same as above. | Same as above. |
Writing mechanics-AP or appropriate style | 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. | |
