The following are criteria specific to written work; also see Tips for Writing Class Essays, my writing feedback handout, and see Writing Reading Responses for examples of good vs. better writing.

Rubric Dimensions

I assess and give feedback via the following four dimensions.

Engagement with the assignment's scope and class material might be (a) impressive, (b) appropriate, (c) lacking, (d) inappropriate, (f) or nonexistent.

Did you fail to engage a sufficient number of class concepts? Often students make the mistake of focusing too much on the topic and not enough on the course material. In Choosing a Topic I recommend you write down all the possible course concepts and then engage your topic.

Understanding "of readings, discussions, themes and ideas" might be (a) "impressive", (b) "thorough and solid," (c) "somewhat fragmented", (d) "unsatisfactory," or (f) nonexistent.

Did you show close readings of your topic (e.g., quotations and paraphrases) from your topic and course texts? (see Writing Responses.)
Did you explain what course concepts mean, as I recommend in Writing Class Essays, or simply use them in passing?
Did you ask higher order questions about the topic and concepts?

Writing might be (a) "polished," (b) "clear and competent," (c) "choppy and difficult to follow," (d) "choppy, fractured and unclear", or (f) unacceptable.

Did you follow and check spelling, grammar, and compositional rules? (Consult your writing and style manual and my writing feedback handout.)
Did you make sure you have a strong introduction/framing and conclusion paragraph?

And scholarly support indicates that references and bibliography are appropriate to some standard guide (e.g., MLA, APA, Chicago).

Again, get a writing and style manual that explains the why and how of citation. (See Bibliography)

The final grade is holistic and is informed by but not formally computed from the variables above; rather they are provided so you might most easily identify and improve upon earlier performance.

A = Excellent

Writing demonstrates impressive understanding of readings, discussions, themes and ideas. Written work is fluid, clear, analytical, well-organized and grammatically polished. Reasoning and logic are well-grounded and examples precise.

B = Good

Work demonstrates a thorough and solid understanding of readings, discussions, themes and ideas. Written work is clear and competent, but is somewhat general, a bit vague, or otherwise lacking in precision. While analytical, writing presents more description than analysis. Arguments are solid but not thoroughly original or polished.

C = Fair

Work demonstrates a somewhat fragmented understanding of readings, discussions, themes and ideas. Shows acquaintance with readings and ideas, but not intellectual engagement. Written work is choppy and argument somewhat difficult to follow, examples are vague or irrelevant, and ideas are imprecise. Work veers toward underdeveloped ideas, off-topic sources or examples, personal anecdotes, creative writing, memoir, etc.

D = Unsatisfactory

Work demonstrates little understanding or even acquaintance with readings, discussions, themes and ideas. Written work is choppy, fractured and unclear. Argument follows little logical development, or work presents little discernible argument whatsoever.

F = Failure / Unacceptable

Work does not demonstrate understanding of topics, ideas and readings. This is also the grade for work not submitted and plagiarized work.