Student’s Name______________________________ Teacher___________________________

Work #____ Special Assignment Requirements: ____________________________________

Conference (Date) __________________

Multimodal Rubric Writing Center Visit (Yes/No)_______

Competent/Credible/Complete
If the composition is scored partially-effective or higher in categories 1-5, the composition is
competent and you will earn a grade of “C.” (70-79).

1. Purpose
Does the composition contain a unifying and controlling purpose, a thesis or claim, which is
maintained throughout the work according to the organizational requirements of the particular
assignment and modality?

Ineffective Partially-Effective Effective Exceptional

   
Composition lacks a Composition does include Composition is generally Work is strongly organized
guiding purpose; either a theme, but is it not organized around a unified around a unifying theme,
there is no single maintained throughout the and controlling purpose or purpose or claim and this is
unifying goal or there work; work occasionally theme according to the maintained throughout the
are multiple goals with strays from the guiding specific assignment work. Work is an excellent
lack of specific focus. purpose. requirements. Minor example of assignment.
Or, work does not meet deviations from the overall Execution of an underlying
the requirements of the theme may be present. goal is strongly evident.
assignment.

2. Audience
Does the composition demonstrate a sense that the writer knows what s/he’s doing and is
addressing an identified audience, reflecting a respect for values that influence ethos (e.g.,
common ground, trustworthiness, careful research)?Is the intended audience appropriate to the
modality?

Ineffective Partially-Effective Effective Exceptional

   
Composition does not Composition develops some The intended audience is Composition demonstrates
demonstrate an credibility, but leaves appropriate to the modality a strong credibility and
understanding that the questions as to whether the of the assignment. The connection with an engaged
composer is composer understands that work is credible, and the audience, earns readers’
addressing an s/he is addressing an composer shows that s/he respect, and builds ethos.
identified audience identified audience who will is addressing an identified The intended audience
who will evaluate and evaluate and perhaps audience who will evaluate strongly benefits from the
perhaps respond to the respond to the message. and perhaps respond to the modality assigned by the
message. Composition Composition needs more writer’s message, and instructor.
fails to develop values attention to values that reflects a respect for values
that influence ethos influence ethos (e.g., that influence ethos (e.g.,
(e.g., common ground, common ground, common ground,
trustworthiness, careful trustworthiness, careful trustworthiness, careful
research). research). research).
 3. Research
Does the composition introduce and incorporate research (as appropriate to the assignment)
through proper integration of source material to enhance credibility and place the message within
a larger context? Does the choice of sources reflect careful evaluation and appropriate use of
print, electronic, and visual rhetoric? Does the composition follow the CWR criteria provided for
multimodal compositions? (See Supplemental information below)

Ineffective Partially-Effective Effective Exceptional

   
The composition does The composition The composition The composition shows
not introduce and demonstrates only minimal introduces and integrates exceptionally strong,
integrate research and /ineffective use of research (as appropriate integrated research (as
evidence, while the integrating research and to the assignment) to appropriate to the
selected sources do not evidence from outside place the message within assignment) which
follow the CWR criteria sources; the choice of a larger context. Careful enhances credibility and
for integrating sources. sources does not reflect attention is paid to the places the message within
Negligible attention is careful attention the CWR CWR criteria for a larger context. Research
given to citation, criteria for integrating integrating sources. Few includes thorough
licensing, copyright sources. Some errors with errors with documentation attention CWR criteria. All
and/or documentation. documentation guidelines guidelines exist. needed permissions are
exist. Needed permissions Permissions are obtained obtained and recorded.
may be missing. and recorded.

Supplement: “CW R Criteria” for using images/audio/video in a composition

Option 1 Option 2
USE THE FOLLOWING MEDIUM-
DO IT YOURSELF: OR SPECIFIC CRITERIA:
Image, audio, and/or video Image: must have an
are original works. appropriate Creative Commons
license.
Audio/Video: must have a
stable link to a web page with
the appropriate permissions
to stream the content.

Note: If a student would like to use image/audio/video that falls outside of the above criteria, it is his/her
responsibility to (a) obtain proper permissions for use, (b) notify his/her instructor beforehand.

4. Argumentation/Evidence
Does the composition develop appropriate, logical, and relevant supporting detail and/or evidence, including
more specific, concrete detail/evidence than opinion or abstract, general commentary?

Ineffective Partially-Effective Effective Exceptional

   
Composition does not Composition does not Composition includes Composition is marked by
include appropriate, include strong evidence appropriate, logical, and persuasive and
logical or relevant and/or logical support and relevant supporting detail exceptionally well-
supporting details detail. Argument relies too and/or evidence. Although developed logical and
and/or evidence. heavily on opinion and opinion and general relevant supporting detail
general commentary. commentary may be and evidence.
present, it is supported by
fact.
 5. Process
Does the composition provide evidence of process as determined by the teacher, including
possible stages of brainstorming, drafting, revising, editing and proofing?

Ineffective Partially-Effective Effective Exceptional

   
Composition does not Composition partially fulfills Composition fulfills the Composition exceeds the
fulfill the teacher’s the teacher’s guidelines for teacher’s guidelines for teacher’s guidelines for
guidelines for brainstorming, drafting, brainstorming, drafting, brainstorming, drafting,
brainstorming, drafting, revising, editing, and revising, editing, and revising, editing, and
revising, editing, and proofing; evidence from all proofing; evidence from proofing. Substantial
proofing, and/or required stages is present. all required stages is growth and progression
evidence of one or more Some evidence of planning present. Growth and are evidenced by the
stages is absent. Little is evident, as are some progression are supporting process
evidence of careful stages of composing and evidenced by the documents. Careful and
planning/composing/pro producing. supporting process thorough planning is
ducing. documents. Consistent evident and can be seen
planning is evident in the from the supporting
way the composition process documents (e.g.,
flows from introduction journals, storyboards, and
to conclusion. scripts).

To be escalated to the Skillful/Persuasive scoring category, composition must score an average of

at least “Effective” in categories 1-5.

Skillful/Persuasive
If the composition scores an average of “effective” on the CCC category above, and, in addition, scores
partially-effective in categories 5-6 below, then the composition is skillful and you will earn a grade of “B.”
(80-89)

6. Exploration
Does the composition explore ideas unfamiliar to the composer, question different thinking, demonstrate an
awareness of the ongoing discourse of the chosen theme or topic, and/or respond to class readings and
discussions?

Ineffective Partially-Effective Effective Exceptional

   
The composition fails The composition begins The composition Substantial growth and
to explore new ideas exploration of new ideas, but explores ideas unfamiliar progression are
and works without a could push further to explore to the composer, evidenced by the
substantial connection new ideas and instead questions different exploration of new ideas,
to ongoing discourse or accepts existing thinking, thinking, and responds to a willingness to take
readings. and works without a readings. Proper use is considered risks in the
substantial connection to made of the affordances interest of furthering
ongoing discourse or of the chosen modality. ongoing discourse, and
readings. by the use of the
modality’s affordances.
 7. Conventions and Mechanics
Does the composition show an understanding of the affordance(s) of the modality? Does it meet the
assignment requirements for length and/or format? Does the work demonstrate features beyond the
standard conventions of the chosen modality, and does the work show a strong understanding of the
mechanics involved in the medium?

Ineffective Partially-Effective Effective Exceptional

   
The work does not While the work either meets Meets instructor’s criteria Exceeds instructor’s
show an awareness of the instructor’s criteria for for effective composition criteria for effective
and use of the formal effective composition in in medium/genre, with composition in
conventions of the medium/genre, or very minor errors medium/genre.
modality chosen, demonstrates an awareness present. Exceptional control of
and/or it does not of and tries to follow the Work demonstrates an formal conventions and
shown an awareness formal conventions and awareness of and use of use of the affordances of
of the affordance of the affordances of the modality, formal conventions and medium/genre enhances
modality. Or, it does attempts to work within the affordances of the credibility of composition.
not meet the objectives is only partially modality. Meets Meets requirements for
assignment successful. The final result requirements for assignment length and
requirements for length is uneven and inconsistent. assignment length and format.
and format. format.

To be escalated to the Distinctive scoring category, composition must score a mean of at least “Effective” in
categories 6-7.

Distinctive
If the composition meets all of the competency standards, demonstrates exploration skills and audience
awareness, and, in addition, demonstrates a mastery of one or more features of superior composition
below, the composition is distinctive and you will earn a grade of “A.” (90-100)

8. Distinction
Your composition stands out because of one or more of the following characteristics: complexity, originality,
seamless coherence, extraordinary control, sophistication in thought, recognizable voice, compelling
purpose, imagination, insight, thoroughness, and/or depth.

Ineffective
If your work does not meet competency standards, and you have received a score of “ineffective” in all
four competency areas (1-4 above), you will earn a grade of “D” (60-69) or “F” (<60) depending of the
severity of these problems and you should schedule a conference with your teacher.