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

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
demonstrate an credibility, but leaves
understanding that the questions as to whether the
composer is addressing composer understands that
an identified audience s/he is addressing an
who will evaluate and identified audience who will
perhaps respond to the evaluate and perhaps
message. Composition respond to the message.
fails to develop values Composition needs more
that influence ethos attention to values that
(e.g., common ground, influence ethos (e.g.,
trustworthiness, careful common ground,
research). trustworthiness, careful
research).
The intended audience is Composition demonstrates
appropriate to the a strong credibility and
modality of the connection with an
assignment. The work is engaged audience, earns
credible, and the readers’ respect, and
composer shows that builds ethos. The intended
s/he is addressing an audience strongly benefits
identified audience who from the modality assigned
will evaluate and perhaps by the instructor.
respond to the writer’s
message, and reflects a
respect for values that
influence ethos (e.g.,
common ground,
trustworthiness, careful
research).

Multimodal Rubric Draft

 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 criteria provided for multimodal compositions? (See Supplemental information below)

Ineffective Partially-Effective Effective Exceptional

   

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

Supplement: Criteria for using images/audio/video in a composition

Option 1 Option 2

USE THE FOLLOWING MEDIUM-

SPECIFIC CRITERIA:
DO IT YOURSELF:
Image: must have an appropriate
Image, audio, and/or video are OR Creative Commons license.
original works.
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
include appropriate,
logical or relevant
supporting details
and/or evidence.
Composition does not include
strong evidence and/or logical
support and detail. Argument
relies too heavily on opinion
and general commentary.
Composition includes
appropriate, logical, and
relevant supporting detail
and/or evidence.
Although opinion and
general commentary may
be present, it is supported
by fact.
Composition is marked by
persuasive and
exceptionally well-
developed logical and
relevant supporting detail
and evidence.

Multimodal Rubric Draft

 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 Exceptional

Effective

   

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

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
to explore new ideas exploration of new ideas,
and works without a but could push further to
substantial explore new ideas and
connection to instead accepts existing
ongoing discourse or thinking, and works
readings. without a substantial
connection to ongoing
discourse or readings.
The composition Substantial growth and
explores ideas progression are
unfamiliar to the evidenced by the
composer, questions exploration of new
different thinking, and ideas, a willingness to
responds to readings. take considered risks in
Proper use is made of the interest of furthering
the affordances of the ongoing discourse, and
chosen modality. by the use of the
modality’s affordances.

Multimodal Rubric Draft

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

Multimodal Rubric Draft