363 Annotated Bibliography Rubric, By Leslie Bruce

SLO Absent or Below Basic Developing Proficient Advanced

Audience's needs are Shows some attention to Usually shows attention to Shows sophisticated
often not recognized: audience's needs, audience's needs, defining attention to audience's
terms and ideas need sometimes defining necessary terms and ideas needs, defining necessary
explanation and necessary terms and and using audience- terms and ideas and using
language needs ideas and using appropriate language. audience-appropriate
Write for a specific adjustment for the audience-appropriate Purpose (to persuade language. Purpose (to
1 audience and audience. Purpose (to language. Purpose (to reader that sources are persuade reader that
purpose. persuade reader that persuade reader that appropriate for your review) sources are appropriate for
sources are appropriate sources are appropriate may be implied, but it's clear your review) is clear and
for your review) isn't for your review) may be and achieved. achieved with style.
clear or achieved. unclear at times, and it
may not be achieved
convincingly.
Omits or uses discipline- A few errors in discipline- Correctly uses discipline- Correctly uses discipline-
appropriate in-text and appropriate in-text and appropriate in-text and end- appropriate in-text and end-
end-of-text citations and end-of-text citations and of-text citations and of-text citations and
quotation marks quotation marks. Often quotation marks. Usually quotation marks.
Using the
incorrectly. Drops includes sources without introduces each source fully Introduces each source fully
appropriate major’s
quotations and ideas into introduction in cases (as necessary and (as necessary and
customary citation
text without introducing when introduction is discipline-appropriate)— discipline-appropriate)—
style, ethically cite
source. Frequently uses necessary and discipline reader knows who did the reader knows who did the
2 and communicate
irrelevant or appropriate. Sometimes research or communicating, research or communicating,
information from a
unpersuasive sources or relies too heavily on a for whom, and why. Use of for whom, and why. Use of
variety of discipline-
relies exclusively on one single source or uses sources is usually diverse, sources is always diverse,
appropriate
source. irrelevant or relevant and persuasive. relevant and persuasive.
sources.
unpersuasive sources.
 Annotations to the Annotations are related Annotations usually Annotations persuade
working title and thesis to the working title and persuade reader that the reader that the listed
Compare, evaluate, are unclear, and their thesis, but their listed sources support the sources support the
synthesize, and relevance, timeliness, relevance, timeliness, working title and thesis working title and thesis
communicate
balance, and authority balance, and authority and are relevant, timely, and are relevant, timely,
carefully,
objectively, and
may be questionable may be questionable or balanced, and balanced, and
persuasively the or unclear. Alternately, unclear. authoritative. authoritative.
relative merits of the writer may not
alternative or have written the
3 opposing required sentences for
arguments, each source.
assumptions, and
cultural values.
Integrate this
evaluative work into
a persuasive
argument.

Organizational devices Organizational devices Clear, specific Clear, specific

(working title and (working title and organizational devices organizational devices
thesis, summary thesis, summary (working title and thesis, (working title and thesis,
Organize, focus, sentences, headings) sentences, headings) summary sentences, summary sentences,
and communicate are missing or unclear. fit the prompt, but may headings) fit the prompt headings) fit the prompt
one’s thoughts Two- to three- be vague, too broad, or and tie ideas and topics and tie ideas and topics
4 clearly and sentence annotations inconsistenly or together. Two- to three- together logically and
effectively to are incoherent. illogically linked. Two- sentence annotations are seamlessly. Two- to
address a rhetorical to three-sentence coherent. three-sentence
situation. annotations may not be annotations flow logically
coherent. and seamlessly.
 Spelling, syntax, Spelling, syntax, Spelling, syntax, diction, Outstanding control of
diction, or punctuation diction, or punctuation or punctuation errors are language, including
Recognize, errors impede errors often impede few and do not distract effective diction and
evaluate, and readability. Lanuage readability or otherwise from meaning. Lanuage sentence variety.
employ the features may reflect a gender distract from meaning. respects gender and Lanuage respects gender
and contexts of or cultural bias. Lanuage may cultural differences. and cultural differences.
language and Design may be occasionally suggest a Design is conventional Design is conventional
design that express unconventional and gender or cultural bias. and effective. and effective.
5 and influence
ineffective. Design may be
meaning and that inconventional or
demonstrate
sensitivity to gender
ineffective.
and cultural
differences.