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PDO

Pedagogical Development Office

Tools and Rubrics

Brief Rubric For Quality of Writing
Example where writing quality counts for 3 of the 10 point total.

You can fix or circle actual mistakes in the paper OR NOT, as you choose (depending on how comfortable you are with marking English ‘issues’, how much time you want to put into this aspect, and on whether the students get their papers back or not).  Just the fact that you give a mark for writing quality is enough to make many students step up their efforts in this area

Post this rubric on Omnivox or hand it out with the paper instructions, so the students know what your mark means.  Then all you need to do is put    ‘x/3 for writing quality’  on the paper, or you can print out the box below and use that on each paper.

Points   /3 Writing Quality
 3 The quality of the writing in this paper was good to excellent. 
 2 or 1 The quality of the writing in this paper needs work.  Structure, grammar or spelling interfered with clear expression of the content.   Don’t forget that the Learning Centre can provide assistance with writing and/or editing.
 0 The quality of the writing in this paper was poor.  Structure, grammar or spelling significantly interfered with expression of the content.  Please see the Learning Centre for assistance with writing and/or editing.

 

Here’s the rubric Karen White uses on  Psych papers

Structure, format, writing, referencing  4/15 points

1 point: Grammar and spelling are good.

1 point: Paper is structured as requested and well organized

1 point: APA in-text references are correct.

1 point: APA reference list is correct.

1 point removed if paper is not double-spaced, adequate margins, etc.

 

A Simplified Correction System
(adapted from Cegep@Distance)

Mark all the mistakes or confused sections you see in the paper, but rather than writing in specific explanations or corrections, just circle the word or section, and put one of the following letters:

G (Grammar) – such as sentence structure, verb tenses, punctuation, subject-verb agreement, use of prepositions or conjunctions

V (Vocabulary) – such as mistaken word meanings, incorrect use of translated terms, incorrect use of discipline vocabulary, lack of use of discipline vocabulary

O (Organization or Structure) of paragraphs or the paper

S (Spelling)

You can just explain this system to your students, in class, give them a handout explaining it, or, perhaps most efficiently since they can access it at any time, put the system codes explanation up on LEA for each class.

See also Teaching Tip: Rubrics for Assessment