Berkeley City College English 1A Portfolio Rubric Levels/Criteria   6   4   2   0  Demonstration  of  

Reading  Comprehension      (In-­‐Class   Essay  Only)  

 Writing  demonstrates  strong  comprehension  of  reading.  

 Writing  demonstrates  sufficient  comprehension  of  reading.  

 Writing  demonstrates  superficial  or  inaccurate  comprehension  of  reading.  

 Writing  does  not  demonstrate  comprehension  of  reading.  

Thesis/Main  Idea  The  writing  asserts  a  precise,  thoughtful  position  in  its  thesis  or  main  idea.  

The  writing  presents  a  clear,  specific  position  in  its  thesis  or  main  idea.  

The  writing  does  not  present  a  clear,  specific  position  in  its  thesis  or  main  idea.  

The  writing  has  no  apparent  thesis.  

Organization  

-­‐  Writing  demonstrates  an  effective  pattern  of  organization  that  facilitates  the  reader's  understanding  of  the  thesis.  -­‐  Main  points  are  clearly,  precisely  stated.  -­‐  Paragraphs  are  appropriately  organized  and  avoid  redundancy.  

-­‐  Writing  follows  an  appropriate  pattern  of  organization.  -­‐  Main  points  are  sufficiently  clear  -­‐  Paragraphs  have  sufficient  internal  organization.  -­‐  Writing  may  be  occasionally  redundant.  

-­‐  Writing  is  not  well  organized.  -­‐  Main  points  are  not  clearly  stated.  -­‐  Paragraphs  do  not  have  sufficient  internal  organization  -­‐  Writing  may  be  occasionally  redundant.  

-­‐  Writing  lacks  coherent  structure.  -­‐  There  do  not  seem  to  be  main  points.  -­‐  Paragraphs  do  not  have  coherent  internal  organization.  

-­‐  Writing  is  redundant  throughout.  

Development/    Illustration  

Statements  are  substantially  supported  with  compelling  and  warranted  illustration.  

Statements  are  sufficiently  supported  with  relevant  illustration.  

Statements  are  insufficiently  illustrated  or  illustration  is  irrelevant.  

Statements  are  not  illustrated.  

Use  of  Textual  Evidence  

Writing  adeptly  uses  appropriate  and  convincing  passages  from  texts,  summarizing,  quoting  and  paraphrasing  effectively.  

Writing  sufficiently  uses  appropriate  passages  from  texts,  summarizing,  quoting  and  paraphrasing  adequately.  

Writing  does  not  sufficiently  incorporate  appropriate  passages  from  texts,  or  does  not  summarize,  quote,  or  paraphrase  adequately.  

Writing  does  not  summarize,  quote,  or  paraphrase  passages  from  texts.  

Analysis  

-­‐  Analysis  is  insightful  and  well  articulated  -­‐  Ideas  are  logically  connected.  -­‐  Writing  thoughtfully  considers  more  than  one  viewpoint/position  and  provides  concession  or  refutation  where  appropriate.  

-­‐  Analysis  is  logical.  -­‐  Ideas  are  clearly  connected.  -­‐  Writing  accounts  for  more  than  one  perspective  and  provides  some  concession  or  refutation  where  appropriate.  

-­‐  Analysis  is  superficial  and/or  poorly  articulated.  -­‐  Writing  does  not  connect  ideas  logically.  -­‐  Writing  provides  only  superficial  discussion  of  more  than  one  viewpoint.  

-­‐  Analysis  is  nonexistent  or  illogical.  -­‐  Writing  provides  no  discussion  of  more  than  one  viewpoint.  

Clarity/Style  

-­‐  Writing  engages  reader.  -­‐  Vocabulary  and  sentence  structure  are  appropriate  for  the  topic  and  intended  audience.  -­‐  Writing  is  clear  and  precise.  

-­‐  Writing  enables  reader  to  understand  with  little  or  no  rereading.  -­‐  Vocabulary  and  sentence  structure  are  sufficiently  appropriate  and  clear.  

-­‐  Writing  requires  reader  to  reread  in  order  to  understand  ideas.  -­‐  Vocabulary  and  sentence  structure  are  ineffective  or  unclear.  

Writing  is  not  comprehensible.  

Mechanics/  Usage  

Writing  is  virtually  free  from  errors  that  distract  from  meaning  and  readability.  

Occasional  errors  distract  from  meaning  and  readability.  

Grammatical  errors  noticeably  distract  from  meaning  and  readability.  

Grammatical  errors  are  consistently  distracting  and  make  writing  difficult  to  follow.  

MLA  or  Other  Standard  

Formatting  (Research  Paper  Only)  

MLA  or  other  standard  formatting,  including  a  works  cited  page  and  in-­‐text  citations,  is  consistently  accurate.  

MLA  or  other  standard  formatting,  including  a  works  cited  page  and  in-­‐text  citations,  is  generally  accurate.  

There  are  significant  errors  or  inconsistencies  in  MLA  or  other  standard  formatting.  

There  is  no  evidence  of  MLA  or  other  standard  formatting.  

Quality    of  Sources  (Research  Paper  Only)      

Sources  (at  least  4)  are  highly  credible,  highly  varied,  and  relevant.  At  least  2  are  peer-­‐reviewed.  

Sources  (at  least  3)  are  highly  credible,  highly  varied,  and  relevant.  At  least  1  is  peer-­‐reviewed.  

Sources  are  insufficient,  marginally  credible,  and/or  marginally  relevant.  

Few,  if  any  credible  sources  are  included.