Open Letter Rubric 76-101
Central Argument
Does the open letter have a central argument that clearly addresses a specific problem related to inequality and proposes a solution or multiple solutions? Is the argument significant and worth making? Does the open letter clearly tell the readers what specifically needs to happen or change? Does the open letter consider counter arguments, if relevant? Is all the content in the letter relevant and necessary for making the central argument?
Use of evidence
Is there convincing and sufficient evidence to support the claims made? Does the open letter include specific and personal examples, if relevant? Is the evidence effectively integrated into the open letter in a way that does not disrupt the flow of the information?
Organization and flow
Does the open letter sequence its explanations, claims, and evidence in a way that accommodates a reader’s likely understanding of the topic? Is it clear what each part/paragraph of the open letter is about? Does the open letter go beyond listing points to create connections between ideas and a sense of logical flow?
Audience Awareness
Does the open letter show an awareness of the context and needs of a specific and/or public audience? Does the open letter start with an interesting opening that engages the audience, creates shared context and leads to the main argument? Does the open letter use short sentences and paragraphs? Does the open letter use language that is grammatically correct, precise, clear, jargon-free, and concise?
Other Suggestions/Comments
Final Grade:
A shows sophisticated control in all the areas targeted by the above criteria and impresses the grader by letting him or her think about the argument and use of evidence
A- is strong in criteria related to argument and use of evidence but may show occasional minor problems with organization and flow and audience awareness; writer may appear to be a risk taker who sometimes makes mistakes when trying to express a difficult concept or play with language
B+ has a clear but not impressively complex or significant argument; controls use of evidence, organization and flow, and awareness of audience generally well with only occasional lapses; provides artful uses of language that sometimes impress the grader but is not consistent
B makes a clear but not necessarily significant argument; uses evidence adequately, presents ideas in a logical sequence; language use and presentation do not distract grader
B- makes a clear argument but may only partially support it or convince the grader of its validity; may exhibit more frequent lapses in organization and flow and awareness of audience; may sometimes misinterpret information or fail to see relations between texts
C+ makes an argument but then may stray from it; does not adequately develop and support the argument; may have more frequent instances where language or presentation conventions distract the grader
C fails to create a unifying argument; may appear to be more of a list with each paragraph having a separate argument; may suffer from lapses of language or failure to follow conventions that make portions of the text difficult to understand
Note: Any grade below a C indicates an immediate need to seek help from the Academic Resource Center before submitting the next paper.
C- contains claims related to the topic which are not always supported and which don’t come together into a coherent argument; does not show awareness of audience, and organization and flow and language seriously distract the grader from the writer’s intended message;
D+ may demonstrates a failure to take the assignment seriously as evidenced by a failure to develop ideas or follow the instructions in the assignment; may have large sections of the paper which language issues render difficult to interpret; may show potential for what the writer could have done
D represents a serious lack of effort on the part of the student and only a basic attempt to meet the requirements of the assignment
F completely unsatisfactory effort on the part of the student or complete lack of awareness for how to construct a coherent piece of writing