| Communicate a central idea (or thesis) in a manner appropriate to the audience and occasion. |
The central idea (or thesis) is insightful, creative, and skillfully presented; awareness of intended audience is demonstrated throughout. |
There is a clear, coherent central idea (or thesis); consistent purpose and focus are demonstrated; intended audience awareness is consistent. |
There is an arguable central idea (or thesis) and some degree of organization, though the logic is difficult to follow; some level of intended audience awareness is evident. |
There is no central idea (or thesis), no apparent organization to the writing, and no awareness of intended audience expectations. |
| Demonstrate critical thinking to evaluate and integrate qualitative and/or quantitative evidence in written communication. |
Demonstrates sophisticated level of critical thinking thought and analysis. All CRAAP (current, relevance, accurate, authority and purpose) evidence and references are sound; citations are consistent and correct (where appropriate). |
Displays adequate level of critical thought and analysis. Uses appropriate citations (where applicable). |
Critical thought and analysis present. Citations may be present but incorrect or inadequate (where applicable). |
Demonstrates little or no evidence of critical thought or analysis; utilizes no or few examples or evidence. No citations provided. |
| Demonstrate critical reading proficiency by identifying rhetorical patterns, main and supporting ideas, and appropriate responses to college-level texts. |
Consistently and precisely identifies purpose and rhetorical pattern of text; demonstrates accurate, critical comprehension of central ideas; responds accurately and appropriately. |
Usually identifies purpose and rhetorical pattern; usually identifies most main and supporting details; usually responds accurately and appropriately. |
Sometimes identifies purpose and rhetorical pattern; sometimes discerns main ideas; sometimes responds appropriately but without detail or nuance. |
Demonstrates little to no comprehension of textual content; unable to identify rhetorical patterns; unable to craft appropriate response. |
