BCP Evaluation Rubric
Expanded Evaluation Rubric
Purpose
| A range | B range | C range | D-F range |
| achieves a clear, appropriate purpose | achieves a clear, appropriate purpose | purpose may be somewhat inappropriate or unclear, indirect, or implied | purpose is missing, inappropriate, or unclear |
| includes information needed to accomplish purpose with no extraneous or unimportant details | includes information needed to accomplish purpose but may include one or two extraneous or unimportant details | may not include all information necessary to accomplish purpose; may include a few extraneous or unimportant details | information necessary to accomplish purpose is missing or incorrect, and/or includes extraneous or unimportant details |
| purpose is in appropriate location/s (dependent on other elements of the rhetorical situation, context, and genre) | purpose is in appropriate location/s (dependent on other elements of the rhetorical situation, context, and genre) | purpose may not be in appropriate location/s (dependent on other elements of the rhetorical situation, context, and genre) | purpose is missing or not in appropriate location (dependent on other elements of the rhetorical situation, context, and genre) |
| information is clear, correct, concise, and complete | information is clear and correct, but may be wordy in one or two places | information may be unclear, wordy, and or incomplete | information is unclear, wordy, incomplete, and/or incorrect |
Audience
| A range | B range | C range | D-F range |
| appropriately and effectively addresses primary audience according to context (purpose & audience) | appropriately and effectively addresses primary audience according to context (purpose & audience) | may not appropriately or effectively address primary audience according to context (purpose & audience) | does not appropriately or effectively address primary audience according to context (purpose & audience) |
| considers audience’s demographic background, position, etc. | considers audience’s demographic background, position, etc. | may not consider audience’s demographic background, position, etc. | does not consider audience’s demographic background, position, etc. |
| demonstrates awareness of audience members’ needs, wants, values, expectations, and potential reactions | may not demonstrate awareness of audience members’ needs, wants, values, expectations, and potential reactions in minor/few ways | does not demonstrate awareness of some audience members’ needs, wants, values, expectations, and potential reactions | does not demonstrate awareness of audience members’ needs, wants, values, expectations, and potential reactions |
| emphasizes reader benefits in a way that reflects readers’ values and uses readers’ language | emphasizes reader benefits in a way that reflects readers’ values and uses readers’ language | reader benefits are unclear and/or may not reflect readers’ values or use readers’ language | fails to include reader benefits and/or fails to reflect readers’ values or use readers’ language |
| effectively addresses possible drawbacks/objections | may not effectively addresses possible drawbacks/objections | may not effectively addresses possible drawbacks/objections | does not effectively addresses possible drawbacks/objections |
| considers the context/situation where audience might read the message | may not fully consider the context/situation where audience might read the message | does not consider the context/situation where audience might read the message | does not consider the context/situation where audience might read the message |
| considers possible secondary audiences, including their backgrounds and contexts | considers possible secondary audiences, including their backgrounds and contexts | does not consider possible secondary audiences, including their backgrounds and contexts | does not consider possible secondary audiences, including their backgrounds and contexts |
Genre
| A range | B range | C range | D-F range |
| correspondence written in most appropriate/most effective genre | correspondence written in appropriate/effective genre | correspondence is clearly and consciously written in a genre | is not clearly or consciously written in a genre |
| adheres to genre conventions by correctly and effectively including all necessary elements | adheres to genre conventions by correctly and effectively including all necessary elements | may not correctly or effectively include all necessary elements | fails to adhere to genre conventions and/or genre choice is unclear |
| contains no formatting errors | may contain minor formatting errors that do not detract from professionalism | may contain formatting errors | contains formatting errors or genre is unclear/missing |
Organization
| A range | B range | C range | D-F range |
| employs appropriate, clear, effective organization for the rhetorical situation and context (including purpose, audience, and genre) | employs appropriate, clear, effective organization for the rhetorical situation and context (including purpose, audience, and genre) | attempts to employ appropriate organization, but may not be effective for the rhetorical situation and context (including purpose, audience, and genre) | organization is missing or unclear, is not effective for the rhetorical situation and context (including purpose, audience, and genre) |
| necessary information is included in the most effective order for the situation and context | necessary information may not be in most effective order for the situation and context | order of information is ineffective for the situation and context | order of information is ineffective for the situation and context |
| at all levels—whole document, paragraph, sentence, and idea—text demonstrates coherence (all elements are clear, appropriate and logical for the purpose and audience) and cohesion (all elements work together to help achieve purpose and communicate effectively to the audience) | text may demonstrate minor instances of incoherence and/or minor deviations from cohesion | text includes is incoherent or incohesive in ways that may hinder the document’s effectiveness | text is incoherent or incohesive |
| additionally: text employs appropriate, effective organization specific to (dependent on) context; positive/neutral/informational contexts front load main idea and important information; negative contexts include buffer, employ BEBE method, include alternative; persuasive contexts demonstrate understanding of audience values and interest in effective placement of call to action, reader benefits and/or rationales, etc. | |||
Style
| A range | B range | C range | D-F range |
| demonstrates effective reader-centered writing (including you-view, positive emphasis, and reader benefits) | demonstrates effective reader-centered writing (including you-view, positive emphasis, and reader benefits) with few/minor opportunities for improvement | text does not demonstrate consistent reader-centered writing; instances you-view, positive emphasis, and/or reader benefits need improvement | text fails to demonstrate reader-centered writing |
| employs consistent professional writing style (including clarity, conciseness, and parallelism) | employs consistent professional writing style (including clarity, conciseness, and parallelism) with few/minor opportunities for improvement | text may not demonstrate consistent professional writing style; includes instances where clarity, conciseness, and parallelisms need improvement | text fails to demonstrate professional writing style and is unclear, wordy (repetitive and/or redundant), and/or not parallel |
A Note on Plagiarism
If any document submitted for the BCP is found to be plagiarized, in whole or in part, you will receive a 0% F for the project. At the instructor’s discretion, plagiarism can result in a 0% F for the semester grade and a permanent note on the student’s transcript. Repeated cases of plagiarism may result in expulsion from the university. Please refer to the Code of Academic Integrity (Regulation 4.001) in the FAU University Catalog for more information.